Join2015 REVERE Award Finalist, PreK-12 Learning Group, Association of American Publishers!
2015 REVERE Award Finalist, PreK-12 Learning Group, Association of American Publishers!
Bill Nye's Rising Star Wants to Talk to Science Teachers
By Lauren Jonas, NSTA Assistant Executive Director
Posted on 2016-03-29
Whitney Pratz (Partnerships Manager at the Planetary Society) had no idea she was applying for a job with America’s science superhero a few years ago when she applied for a nonprofit job on craigslist. She was just trying to learn something new and ended up with her dream job. I sat down with her for a Q&A in Nashville today to find out what it’s like to work with Bill Nye, if she has any advice for kids who want to go into STEM fields, and whether or not Nye actually had anything to do with her brilliant, nebula-inspired purple hair.
How did you get your job with Bill Nye? Was that a bucket list thing?
It’s definitely a dream job, but I was halfway through the application process with The Planetary Society before I found out Bill was the CEO, so that was really the cherry on top. I was working as an executive assistant and wanted to do something new and was casually looking on craigslist for a nonprofit job.
Do you have a science background? Is that why you got the job?
No. In fact, I have an MFA and thought this would be a great opportunity to grow. In college I took the bare minimum science requirement and I really regret it—I loved the classes, but it just didn’t dawn on me that I could or should take more. Of course, there are scientists working at the Planetary Society, but there are also others like me. The Planetary Society’s mission is empowering the world’s citizens to advance space science and exploration, and so my background has helped tremendously as I communicate our work. I’m able to break it down for the lay person. To me, the point of science is teaching you to ask the right questions. And I had to ask a lot of questions when I started—I had to learn a lot of acronyms, for instance.
You have amazing hair. Were you inspired by your fine arts background, or did Bill help?
No, Bill wishes he could help me pick my hair. He’s modeling some new office colors on my hair color.
Beyond remodeling, what is the Planetary Society up to these days?
We are building a STEAM team of teachers, with the goal of getting science taught in every classroom. We find, especially, that elementary science education is severely lacking. At NSTA’s National Conference this week, we will be talking to as many teachers as possible, asking them what it would take to teach space science, even for 30 minutes a week. Bill will be giving The Planetary Society Lecture “If Dinosaurs Had a Space Program” on Wednesday night in the Grand Ballroom. We’ll start the conversation there, and we’ll be using the hashtag #STEAMteam so people can follow along and ask questions. You can follow us on Twitter @exploreplanets.
On a personal note, I hear you’re a way better dancer than Bill. Why do you think he ended up on Dancing with the Stars instead of you?
Hard to say, but I actually took a class in Nashville last night. I’m getting even better, should they come calling…
What do you want kids to know about learning science?
Don’t be afraid of it. Find something that makes you excited to learn and follow it!
How can teachers get involved if they aren’t at our conference?
Check out our website (www.planetary.org), join the Planetary Society, and stay tuned for the launch of the STEAM team. We’ll be at booth 1012 in the exhibit hall in Nashville, talking to teachers and giving away Asteroid Stress Balls (which are out of this world, I have to say)!
Will Bill be there?
He LOVES the exhibit hall at NSTA conferences. Last year you would have been most likely to find him in that giant inflatable planetarium. So, you may see him, but I’ll definitely be there. You can’t miss me. I’ll be right next to that Weather Dog.
You mean Schmitty? Who do you think is the more popular celebrity at this conference? Bill or that little dog?
No question, it’s the weather dog, and Bill doesn’t mind being upstaged by him. I sometimes sneak out of my booth just to pet him.
Editor’s Note: If the fate of the planet(ary society) rests in the hands of Whitney Pratz, I’d say the kids will be all right!
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Future NSTA Conferences
2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
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Studying Science at the Zoo
By Debra Shapiro
Posted on 2016-03-28
Fifth graders construct oyster mats for the Indian River Lagoon Oyster Restoration Project as part of activities in Zoo School at Brevard Zoo in Melbourne, Florida.
Schools around the country are partnering with their local zoos to establish “zoo schools,” or classrooms at the zoo that enable teachers to incorporate zoo resources into their lessons. At Brevard Zoo in Melbourne, Florida, for example, Zoo School “immerses students in hands-on discovery and interactive learning through both animal encounters and environmental programming,” says Zoo School Coordinator Dawn Hurley. “We’ve lost our appreciation for nature, its value to our quality of life, and the need to foster an informed sense of stewardship, especially in this age of ever-increasing technology. With Zoo School, the walls of the traditional classroom have been expanded to offer those opportunities in a safe and structured environment.”
In 1996, fifth graders from Melbourne’s Sherwood Elementary School began coming to Brevard Zoo for an “integrated, thematic approach to science, mathematics, social studies, and language arts,” says Hurley. Sherwood teachers and other educators from Brevard Public Schools partnered with the zoo’s education staff to develop an interdisciplinary, science-based “Zooriculum” that supports state standards and Common Core State Standards, she explains.
In 2000, Brevard Zoo received a $500,000 grant from the Eckerd Family Foundation to build three permanent classrooms on-site: a cave, a tree house, and a house that resembles the homes of the state’s original settlers. The classrooms “are on zoo property, but off the zoo path,” so visitors are unlikely to drop in and distract students from learning, Hurley points out.
Since then, fifth graders from two other Brevard County schools—Cambridge Elementary and Dr. W.J. Creel Elementary—have joined the program, and each school spends six weeks at Zoo School. The schools are on-site at separate times, and “we schedule them all before spring break and [Florida State Assessment] testing so that all can benefit from what they’ve learned at the zoo,” says Hurley.
Three Zoo School Instructors work with the classroom teachers to teach thematic lessons covering topics like general animal care, habitats, adaptations and behavior, and Florida fossil history. “An extensive conservation program…involves students in activities like oyster reef restoration, mangrove planting and fostering, and sea turtle education. Students also learn from the zoo’s animal keeper staff, who regularly [discuss]…specific animal needs, diets, and behaviors and inform students about their individual career paths,” Hurley relates. “The goal is to encourage students to develop an interest in science while cultivating a stronger sense of community involvement and environmental stewardship.”
Teachers have remarked that “attendance spikes during Zoo School, reinforcing student interest in the program and subsequent experiential learning in a new environment,” and students have said it was “the best time in their life…ever,” she reports.
Unique Course Offerings
Located at the North Carolina Zoological Park in Asheboro, North Carolina, Asheboro High School (AHS) Zoo School gives students “a unique opportunity because we’re able to offer classes here like zoology, agricultural science, and forensics. These classes are only offered at Zoo School,” not at AHS’s main campus, says science teacher Brooke Davis, the program’s lead teacher. “I can teach about primates and ecosystems because the zoo is set up as a teaching resource,…[making it easy] to incorporate environmental science and ecology” in lessons, she maintains.
Students accepted into this science-based program take their science, math, social studies, agriculture, and for some, English classes, at the zoo; some students take one or two classes on the main campus, then finish the school day at the zoo. Though Zoo School can accommodate as many as 150 students, “our school building is a modular unit with a small but cozy, family-like atmosphere that students enjoy,” Davis explains.
“The zoo gave us a little piece of land to rent at a low cost,” she relates. “We have an outdoor classroom area and access to a lake” and a community garden. Students can work with the zoo’s horticulture staff in greenhouses. “The horticulture class is helping the zoo grow its annuals. They get to see the horticulture industry in action,” she observes.
Students “do a lot of project-based learning and regularly make presentations to the community, zoo staff, and to parents on Parent Night,” as well as to notables like the state’s governor, says Davis. Class sizes are smaller than those on the main campus—20 to 25 students—which makes it easier for “hands-on, project-based learning” to occur, she points out.
In the zoology class, for example, “students do most of the teaching. They do projects and present their findings,” Davis notes. On Amphibian Awareness Day, “students are in charge of activities that day. They meet with zookeepers in advance to plan the day.” In addition, “we have a wildlife rehabilitation center here. Students can eventually be certified in wildlife rehabilitation,” she reports.
In the forensics class, “we create a mini-murder mystery for students to solve,” she relates. Students observe the behaviors of zoo visitors at various locations “and use that as an example of witness statements,” she explains. The class “incorporates something else besides animals [because] we want everybody to be included. We don’t have a sole purpose of training zookeepers; we cover all kinds of careers.”
Because Zoo School students must traverse the zoo grounds daily and interact with visitors, students accepted into the program “have to be willing to think outside the box, be comfortable with project-based learning and have the ability to work independently and in groups. They have to be mature enough to walk around the zoo by themselves and explain their projects to visitors. They need to be able to handle the freedom they have without teachers having to hold their hands,” Davis emphasizes.
Though Zoo School courses are rigorous, “we don’t just choose students for the program based on grades; we look at discipline and attendance as well. They have to be reliable and trustworthy,” she maintains. “The zoo expects the kids to be actively working on projects, not just strolling around.”
Zoo School students welcome and benefit from these opportunities. “Our kids really want to be involved…Kids you’d never think would want to be in the public eye” have blossomed and thrived in the program, Davis observes. “Sometimes a traditional classroom is not enough for kids. They want to be in a different environment.”
A Zoo Magnet Program
For more than 25 years, Richmond Heights Middle School in Miami, Florida, has offered its Science Zoo Magnet Program at Zoo Miami. “We are a Title I neighborhood school that offers a magnet program, and the program has given us a chance to increase student enrollment from students outside of our boundary,” says Zoology Magnet Lead Teacher Tamara Monroe. “We focus on animal con
servation efforts and learning about exotic animals and zoo careers.”
Sixth graders study animal classification, taxonomy, habitats, and behavior and create ethograms, quantitative descriptions of an animal’s normal behavior. “They develop a general knowledge of different animals and learn to differentiate among animals within a species,” says Monroe. Seventh graders focus on amphibians and reptiles, marine mammals, animal conservation, and laws protecting animals, while eighth graders concentrate on primates, birds, and animals’ anatomy and physiology.
On their daily zoo visits, students “do research and talk with experts in the field of animal science about their conservation projects and share personal experiences and stories,” Monroe relates. “It’s bringing their books to life…Students can learn about science, then go outside and really learn and explore science.”
In addition to their studies at Zoo Miami, students take “expeditions” to venues such as Miami’s Monkey Jungle wildlife park, the Marjory Stoneman Douglas Biscayne Nature Center in Key Biscayne, and Everglades National Park—or even as far away as the National Zoo in Washington, D.C. “We wanted students to see how the exhibits and animals there compared with [those at] Zoo Miami, and compare the Washington climate with Miami’s, which determines why some animals [can’t be housed at some locations], as well as the design layout of other zoos,” Monroe explains.
The program expands students’ horizons. “Sixth graders all start out saying they want to be veterinarians…[After being in the program,] they have a broader interest in science careers, [not just limited to] veterinarian and zookeeper. It gives them a lot of options,” she observes. In addition, students develop “a love and compassion for animals.”
They also benefit academically. “Students tend to do better in English language arts and math because the teachers are able to integrate the zoo magnet curriculum into other subjects…They can work with topics that students are already interested in, and still teach their content,” Monroe contends.
After leaving Richmond Heights, “students have told us that in high school, they tend to do extremely well in biology because they had three years of it in middle school. They tend to excel in science [in general] in high school,” she reports. ●
This article originally appeared in the April 2016 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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Apprehensive about teaching science
By Mary Bigelow
Posted on 2016-03-27
I’m nervous about teaching science. It was not my favorite subject in high school and I took only the required courses in college (mostly lecture). My elementary math-science methods course included science inquiry, but I had very few opportunities to do science activities during student teaching. Now that I’m on my own in a first grade classroom, I’m not sure where to start. I feel like I don’t have the knowledge or experience to do a good job. —C., Washington
Many elementary teachers share your apprehension. Sometimes, as in your case, it may be due to a lack of background in science content or processes. A school’s focus on reading and math may limit science (and social studies) to only a few minutes per week. I’m glad to see that you are thinking about providing time and opportunities for science investigations.
For starters, look at the science curriculum. What are the goals for first grade? Focus on content and activities related to those goals. Ask other teachers in your school what they do and if they’re willing to share. Collaborating with your peers on science lessons can be a powerful form of professional development. Could your school provide time or resources for these collaborations?
If you have to design or choose your own science activities, take a deep breath and jump in with a simple activity…and another…and another. After each, reflect on what went well and what could be improved. Even something as simple as growing seeds or examining rocks can be interesting for students.
NSTA’s Science and Children journal is a good source of lesson ideas each month (and you can search the back issues by topic):
- Teaching with Trade Books explores a concept with recommended books and detailed lessons. For example, the December 2015 topic is “Sunrise, Sunset, and Shadows.” The article lists two books (K–2 and 3–5) and two lessons related to the books. You could substitute other books, too.
- The Early Years features easy-to-use ideas for developing student interests and curiosity. The December 2015 topic is “The Earth-Sun System.”
- Each issue features articles related to a monthly theme and include lesson plans with connections to the Next Generation Science Standards. The illustrated lesson plans are easy to follow and include links to any required documents or resources and examples of student work.
You could also provide opportunities for informal activities:
- A collection of science-related books available for instruction, independent reading, or picture-looking.
- Learning centers with a science theme and objects for students to explore (such as bones, butterfly larvae, shells, or rocks), materials they can manipulate and build with, or a classroom garden or aquarium.
- Incorporating science practices into math activities, including measuring and graphing.
- Read-alouds or book talks using science-related nonfiction books. NSTA has reviews of recommended trade books.
The internet has resources to fill the holes in your own content knowledge. Find out what kind of science or nature seminars or programs are offered at local museums, parks, science centers, or libraries. These are usually informative, enjoyable, and may provide continuing education hours and opportunities to network.
Participating a professional learning community through social media offers a just-in-time way to get ideas and information. NSTA has e-mail lists and discussion forums related to elementary, new teachers, and general science. Science teachers use many hashtags on Twitter, including #nsta and #scichat. In all of these resources, you’ll find that our colleagues are eager to offer information, suggestions, and resources.
You might think “What if I try an activity or investigation that goes wrong? What do I do?” You certainly need to be prepared and organized, but if you don’t try an activity or investigation until or unless you’re sure it will be perfect, you’re missing opportunities for you and your students to explore, learn, and reflect. Give yourself permission to make mistakes (and learn from them). See the November 2012 blog “Learning from Mistakes” for an example of how a teacher and her students turned a “failed” activity into a powerful learning experience.
Young students are by nature inquisitive, curious, and eager to learn about the world around them. So relax a bit and enjoy learning with your students. They won’t care if you say “I don’t know—let’s figure it out” in response to a question! They don’t need a sage on the stage as much as they need a guide on the side—or a partner in the process.
I’m nervous about teaching science. It was not my favorite subject in high school and I took only the required courses in college (mostly lecture). My elementary math-science methods course included science inquiry, but I had very few opportunities to do science activities during student teaching.
Early Childhood at the NSTA 2016 national conference: Elementary Extravaganza and more!
By Peggy Ashbrook
Posted on 2016-03-27
When I search any conference schedule to choose sessions to attend I am always suspicious of those that are listed as for PreK-12. I am delighted that the NSTA 2016 national conference coming up next week in Nashville has many sessions focused on early childhood years, preschool through grade 2. I will have to make hard choices some days between sessions such as:
A session by the Council for Elementary Science International, “Building Towers and Structures! Using the Engineering Design Process with Young Children!” and “The Living Classroom: Turning Your Curriculum into an Outdoor Adventure Through Learning Gardens” are both on Thursday, March 31 12:30 PM – 1:00 PM.
On Friday my day will be book-ended by two events for early childhood educators: the Elementary Extravaganza in the morning and an informal gathering from 3:10 PM – 4:30 PM in the lobby of the Omni Nashville Hotel. This gathering brings co-facilitators and members of the NAEYC Early Childhood Science Education interest forum together with all other interested early childhood educators. I hope to meet you there!
I will also be at the NSTA store to talk with you about my book, Science Learning in the Early Years. The book includes many of the Early Years columns from Science and Children with descriptions of how they can become part of a science inquiry.
Don’t miss the Elementary Extravaganza! On Friday, April 1 from 8:00 AM – 10:00 AM, this grand ballroom will be filled with tables staffed by preK to elementary educators with engaging hands-on activities, strategies to excite and encourage your students, and resources for use in your classroom immediately. There will be a preview of the best trade books available, information about award opportunities, contacts with elementary science organizations, door prizes, and coffee. “Walk away with a head full of ideas and arms filled with materials.” Thank you to participating organizations and sponsors of this event!
On Saturday, April 2, 5:00 PM – 6:00 PM, I will have to miss the session, “We Are Engineers, Too!,” because I will be assisting Dr. Beth Van Meeteren in her session, “Ramps and Pathways: An Integrated STEM Activity.” I love it when presenters upload handouts on the conference site, allowing me to peek into the session even if I can’t actually attend.
Thank you to Conference Committee Leaders Becky Ashe, Conference Chairperson; Margie Hawkins, Program Coordinator; and Tanisha L. Wesby, Local Arrangements Coordinator!
If you can’t get to Nashville, consider attending the 5th Annual STEM Forum & Expo, hosted by NSTA in Denver in July 27–29, 2016 This event has an entire strand focused on Lower Elementary/Early Childhood.
“Students in the lower elementary grades are beginning to understand the world around them and the role they play in it. They are curious and want to make sense of their surroundings. By providing students with inquiry-based experiences in Science, Technology, Engineering, and Mathematics, we can unlock each student’s natural curiosity and help them understand the world in an engaging way. The foundational skills learned and mastered through the integration of STEM during the early years, if done right, will help these students be critical thinkers and makers that can innovate the future they will be a part of. Sessions in this strand will emphasize open-ended and active exploration, play, and investigation of the real world through the lens of NGSS.”
Well said!
When I search any conference schedule to choose sessions to attend I am always suspicious of those that are listed as for PreK-12.
NSTA on the International Scene
By Guest Blogger
Posted on 2016-03-21
With the upcoming Global Conversations in Science Education at the NSTA National Conference on Science Education on Wednesday, March 30, 2016, in the Omni Hotel, I am looking forward to reconnecting with the leaders of the Association of Science Education (ASE). I was fortunate to represent NSTA at the ASE Annual Conference held in January at the University of Birmingham. I not only represented and spoke for NSTA at the International Banquet but I also presented a session focusing on the impact of neuroscience research on science teaching. It was a great experience to work with science educators not just from England but other parts of Europe.
The ASE annual conference is very similar to an NSTA annual conference. They had an International Day prior to the start of the conference, several featured speakers, conference strands to help educators plan their schedule, and the ever-popular vendor tent. The conference is held on a university campus when classes are not in session. Having laboratory facilities available was helpful as well as having the large lecture classrooms for featured speakers.
What is Practical Science?
As I attended sessions and interacted with science educators, I noticed that there were a couple of science education language differences. Practical Science was a strand that focused on the hands-on approach to science in the classroom. Initially I thought they were talking about doing experiments to help students obtain the skills needed to study science. But after talking with educators, I learned that practical science (sometimes called practical work) was the place in science instruction where students carry out science. The same questions were being asked there that I often hear asked at NSTA conferences: How do we move from just “hands-on” to include “minds-on” activities? How can we move from “cookbook style” experiences to more open-ended ones? How do students take their learning from the practical science activities to the next level—application? Hearing these questions made me feel at home and I realized that these educators have the same concerns as we do in the United States.
I discovered that both primary and secondary schools hire “school science technicians” to support teachers and pupils directly with practical work. I was a little jealous because it would have been great to have an extra educator to help plan the practical experiences and to make sure that safety was being carried out in the classroom. The Consortium of Local Education Authorities for the Provision of Science Education (aka, CLEAPSS) provides professional development for these technicians as well as science educators. This consortium not only provides resources for the science classrooms but also conducts audits of health and safety in school science departments. Safety is definitely important in UK science classrooms. They are eager to share their resources with U.S. teachers. So, check out the website: www.cleapss.org.uk.
Wicked Problems
My favorite presentation during the conference was “Wicked Problems” by Justin Dillon. I was intrigued by the title, and the speaker did not disappoint. He shared that “wicked problems” are not “evil” problems but problems that are difficult to resolve and not readily addressed by working in disciplinary silos. Working on “wicked problems” is similar to those real-world scenarios we want U.S. students to address. These scenarios are not easily defined from one disciplinary core idea. Solving “wicked problems” will demonstrate to our students that one cannot solve problems in isolation and that teamwork and collaboration are imperative. I applied this presentation to what we want students to do using the Next Generation Science Standards–using science and engineering skills as they learn disciplinary core ideas and apply cross-cutting concepts.
After returning to the U.S., I reflected that these science educators have the same goals as U.S. science educators. First, they are professionals who want to learn about successful strategies that engage all their students in science and STEM. And, second, these educators come together at the conference to learn ways to promote the value of science education in their communities. Overall, these science educators want to make their science classrooms better for their students and they realize the value of attending science education conferences because of the networks they build with other educators.
I encourage NSTA members when given the opportunity to attend a science education conference in another country to do so. You will find a kinship with these educators and build new networks of communication. The NSTA International Advisory Board is a great resource of possible opportunities. Visit their webpage at www.NSTA.org. And if you’ll be attending our conference in Nashville at the end of the month, consider adding the Global Conversations in Science Education miniconference onto your schedule. There will be an international gathering of educators, a poster session, and more. Read the full agenda here.
Carolyn Hayes is the NSTA President, 2015–2016; follow her on Twitter at caahayes.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Future NSTA Conferences
2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
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Legislative Update
FY2017 Funding, ESSA and More
By Jodi Peterson
Posted on 2016-03-21
There has been a lot of activity on Capitol Hill with FY2017 appropriations, the new federal education law ESSA, and at the Department of Education.
The Race is on for FY2017 Appropriations
It’s not clear where and if the political winds will be blowing (and if they will knock out the regular appropriations process for FY2017 programs), but education advocates are scrambling to ensure members of Congress are aware of their specific funding priorities for the new federal education law, the Every Student Succeeds Act.
In a letter to Appropriations leaders, the STEM Education Coalition (which NSTA chairs) is asking Congress to fund ESSA Title II at the authorized level of $2.25 billion, support full funding for Title IV programs at $1.65 billion, fund $10 million for the STEM Master Teacher Corps, and to support the proposal of $100m for the new Computer Science for All. Read the Coalition’s letter to Congress.
NSTA is also part of a new coalition that is seeking full funding ($1.65 billion) for the ESSA Title IV A, Student Support and Academic Enrichment Grants. This flexible block grant, which is authorized at $1.65 billion in FY 2017, authorizes activities in three broad areas:
1) Providing students with a well-rounded education (e.g. college and career counseling, STEM, arts, civics, IB/AP)
2) Supporting safe and healthy students (e.g. comprehensive school mental health, drug and violence prevention, training on trauma-informed practices, health and physical education) and
3) Supporting the effective use of technology (professional development, blended learning, devices).
Specifically, in regards to the use of Title IV A funds for STEM, districts and states can use grant monies to expand high-quality STEM courses; increase access to STEM for underserved and at risk student populations; support the participation of students in STEM nonprofit competitions (such as robotics, science research, invention, mathematics, computer science, and technology 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; integrate classroom based and afterschool and informal STEM instruction; and expand environmental education.
The President’s budget request calls for funding of only $500 million for these grants, and suggests the funds should be competitive. Advocates, including NSTA, believe this amount is “grossly inadequate,” and is meeting with appropriators with this message. Read the letter from 75 groups, including NSTA, seeking robust funding for Title IV.
New Resources on Every Student Succeeds Act
The negotiated rulemaking panel for the ESSA will meet the week of March 21 in Washington, DC. Take a look at the agenda, and more about this process.
The U.S. Department of Education released a new ESSA FAQ document that highlights accountability system transitions for states with No Child Left Behind (NCLB) waiver flexibility, and addresses changes to Title I, Title II, and Title III programs.
The National Education Association plans to spend up to $5 million on ESSA implementation. Read more here.
The Council of Chief State School Officers released a guide for states looking to redesign or refine their teacher evaluation systems under the Every Student Succeeds Act.
Because of changes to Title I in ESSA, some states will lose more Title I funding than other states, as much as 1 percent, says Education Week, Read more.
Senate Introduces Bill on Career and Technical Education
The CTE Excellence and Equity Act would provide federal funding through a competitive grant program to support innovative approaches to redesigning the high school experience for students as schools develop curriculum, assess student performance and teach workplace skills through job shadowing, internships and apprenticeships. The bill would amend the Carl D. Perkins Career and Technical Education Act of 2006, which is expected to be considered by the Senate Health, Education, Labor and Pensions Committee this year.
Senate Confirms New Department of Education Secretary
Last week the U.S. Senate voted 49 to 40 to confirm John B. King Jr. as the nation’s education secretary. King has served as acting secretary since Arne Duncan stepped down in December.
During the Senate confirmation hearing, King faced many questions about the Department’s role in implementing ESSA, and the need to balance new state flexibility with the responsibility states now have to address underperforming schools and students.
In related news, Former Education Secretary Arne Duncan has joined the Emerson Collective to help disconnected young adults in Chicago.
Computer Science Advocates Form New Coalition
And finally, a group of business and non-governmental groups, including Amazon, Code.org, Facebook, Google, Hewlett Packard Enterprise, IBM, Microsoft and TechNet, have formed a new coalition in support of computer science. Read more about the Computer Science Education Coalition.
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.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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There has been a lot of activity on Capitol Hill with FY2017 appropriations, the new federal education law ESSA, and at the Department of Education.
What Can Science Teachers Learn about Special Needs at the #NSTA16 Nashville Conference?
By Guest Blogger
Posted on 2016-03-18
Heading to NSTA’s National Conference on Science Education in Nashville, March 31–April 3? Are you looking for proven techniques to help ALL students be more successful in your science classroom? Check out these conference offerings that will help enhance the “bag of tricks” you bring to your inclusive science classroom.
Thursday, March 31
- Creation and Evaluation: Sharing STEM Tasks and Student Work. 8:00–8:30, Omni Nashville Hotel, Music Row 4
- Supporting Students with Learning Disabilities in the Middle School Science Classroom. 12:30–1:00, Omni Nashville Hotel, Broadway J
Friday, April 1
- Use Art to Increase Scientific Literacy in Elementary Students with Special Needs. 9:30–10:30, Music Center 106A
- Integrating STEM, STEAM, and Culturally Relevant Teaching into Teacher Preparation Programs to ELLs and Those with Disabilities, 3:30–4:30
Saturday, April 2
- Science Explorations with Deaf and Hard of Hearing Students. 8:00–9:00, Omni Nashville Hotel, Legends G
- Adopting, Adapting, and Applying the 5E Instructional Model to Enhance Science Experiences for Students with Special Needs. 9:30–10:30, Music City Center, 106A
- Science for Everyone! Engaging Science Instruction for Students with Profound Disabilities. 12:30–1:30, Renaissance Nashville Hotel, Fisk One
- Creating a Professional Learning Community to Facilitate Collaboration in Science Inclusion Classrooms. 5:00–6:00, Omni Nashville Hotel, Electric
Coming to Nashville early? Science Education for Students with Disabilities, an associated group with NSTA, is conducting a pre-conference meeting on Wednesday, March 30, from 9:00 to 4:00. For more information contact, Rachel Zimmerman-Brachman at Rachel.zimmerman-brachman@jpl.nasa.gov.
Today’s guest blogger is Melissa Sleeper, NBCT, EA/Science, MAVEN Educator Ambassador, Eighth Grade Science Teacher
This blog is part of a series being published by NSTA’s Special Needs Advisory board, the charge of which is to “Advise NSTA standing committees and NSTA headquarters regarding support for members with special needs and for teachers of students with special needs; make recommendations to the Executive Director and the Board of Directors regarding issues and projects related to special education.” Teresa M. Fulk is the chair of NSTA’s Special Needs Advisory Board and can be contacted with questions about the work NSTA does with this community; e-mail Fulk at fulkt@gcsnc.com.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Future NSTA Conferences
2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
Follow NSTA
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Outstanding Co-Teaching Practices for Science Teachers
By Guest Blogger
Posted on 2016-03-18
Approximately 70% of students with disabilities in Virginia are spending 80% of their instructional day in the general education classroom. The most frequently used service delivery model is co-teaching. In the fall of 2014, the Virginia Department of Education launched their Excellence in Co-Teaching Initiative. The goal of the Excellence in Co-teaching Initiative is to design a professional development model of co-teaching that supports successful access to the general education curriculum for students with disabilities while recognizing outstanding co-teaching practices.
I am a Special Education teacher with endorsements in Earth and Environmental Science as well as Special Education. I have been co-teaching in a 9th grade Earth Science class for the last 8 years with the same general education teacher. Over the years, we have developed materials and teaching practices that have enabled all students to be successful in our classes and on state-mandated tests. After an application process, my co-teaching partner and I were fortunate to be selected to participate in the Co-Teaching Initiative, to serve as a co-teaching demonstration site. The demonstration sites showcase the implementation of co-teaching by promoting a collaborative model in which general and special education teachers share responsibility for the achievement of all students in the general education classroom through active co-teaching, collaboration and implementation of inclusive and research-based practices. The selected co-teaching partners assist in enhancing current co-teaching practices of others by modeling best practices in co-teaching during on-site visits, and sharing resources with others.
Co-Teaching in Earth Science has been a career-changing experience. Many school systems use the term collaboration when describing programs or classrooms where a general educator and a special educator teach together. I have been a collaborator, and I prefer to co-teach. We are fortunate that we are both certified in the subject area, and we bring our individual strengths to the classroom. We plan lessons together, and we share the responsibilities for grading and getting materials together for lessons. One of our goals is for an outside observer in our class not to be able to tell which one of us is the “content specialist” and who is the “special educator.” While I am a content specialist, I also design specialized instruction for the students in our co-taught classes who have IEPs. Our building level administration is extremely supportive of co-teaching, and provides us with a common planning time each day. In our high school, we have developed a cohort of co-teachers who are committed to utilizing co-teaching best practices in their classrooms. These practices include parallel teaching, station teaching, alternative teaching, team teaching, and one teach/one support. An example of a co-teaching lesson plan, featuring parallel teaching is attached.
Today’s guest blogger is Maribeth Lowe, M.Ed., NBCT-EN, WMHS Science and Special Education Department, Special Education Department Chair
This blog is part of a series being published by NSTA’s Special Needs Advisory board, the charge of which is to “Advise NSTA standing committees and NSTA headquarters regarding support for members with special needs and for teachers of students with special needs; make recommendations to the Executive Director and the Board of Directors regarding issues and projects related to special education.” Teresa M. Fulk is the chair of the Special Needs Advisory Board and can be contacted with questions about the work NSTA does with this community. e-mail Fulk at fulkt@gcsnc.com.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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2016 National Conference
2016 STEM Forum & Expo
2016 Area Conferences
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Are children wondering about dirt (soil)?
By Peggy Ashbrook
Posted on 2016-03-17
When children work with soil (or dirt as they most often call it), they rarely question where it comes from. Soil, sky, water…they just are. But when they view soil as one component of a garden, one part of the system for growing plants, they may gain enough experience with it to begin classifying it as “good,” “bad,” “hard,” “wet,” and “dry.” In some regions, children may notice the presence of sand grains and clay. Feeling soil and squeezing it into a “ribbon” in your palm is one way soil scientists notice the properties of soil. When bedrock (the rock that lies under the soil) is visible, children may more easily identify how tiny pieces of rock become soil through the process of erosion. Learning how soil is formed through erosion of rock begins in early childhood with experiences but full understanding is not expected until grade 4 or later (see NGSS performance expectation 4-ESS2 Earth’s Systems). No rush!
To easily view the materials that are in soil, put a trowel-ful of it in a clear jar, add water but leave some space at the top, and shake well before letting all the parts settle for several hours or overnight. Put a tightly fitting lid on the jar before having the children shake it! I like to use a jar that is easy for preschoolers to handle, such as a mayonnaise jar. Put tape around the lid to remind children not to open the jar and keep it available for as long as the children are interested. They will return to it over time, shaking and then viewing the results again and again. What will the results be? That depends on the composition of the soil that was put into the jar. There will be some organic matter (bits of dead leaves, roots, maybe an insect or worm), small pebbles, sand, silt (smaller than sand grains but you can still feel them) and clay (very small but you know it when you feel that slick stickiness). These materials will settle out into rough layers, especially when given a long period of settling. Teachers and upper elementary students can follow more detailed directions in the Field Museum’s Underground Adventure webpages. Retired teacher, Moira Whitehouse shared a fifth grade level slide show on soil properties that is useful for teachers to adapt for other ages. The GLOBE Soil Module has background information in a teacher implementation guide for a series of activities. The information can be adapted for your students.
“Mud kitchens” are another way for children to explore the properties of soil as they mix soil and water to create confections and concoctions. Muddy Faces offers a download of Jan White’s ebook, Making a Mud Kitchen, with free registration. She writes, “There is little more important in our physical world than earth and water and they are truly intriguing things, especially when they interact.” Imaginative play engages children for long periods of time, allowing time to make observations and discoveries and test out ideas.
Search the archive of articles and columns in Science and Children to learn more about investigating soil. In “Teaching Through Tradebooks: The Dirt on Soil” (September 2007) columnist Christine Anne Royce suggests books, describes activities for two age ranges and offers these safety guidelines:
- Know the source of your soil samples! Soil can be contaminated by pesticides, animal waste, etc.
- Obtain parent/guardian permission before having students work in soil or in compost to inform them of possible allergens (mold/spores, etc), which might affect students with compromised immune systems, allergies, or asthma.
- Have students wear plastic gloves and make sure all open cuts or scratches are covered minimally to prevent infection, and always wash hands with soap and water after working with soil or compost. Wash desktops with mild soap and water where soil activities took place. Do not allow snacks or other food products during soil activities. Don’t keep wet soil more than a day or two. Mold and bacteria spores will grow in it.
- Wear appropriate clothing (long sleeves and pants) and closed-toed shoes or sneakers when working in a compost pile.
- Handle compost materials, wire mesh, stakes, wooden boards with care and caution. Use only nonmercury thermometers.
And of course, always wash hands after working with soil.
Although organic matter is only a small part of soil, it provides nutrients and helps keep the soil loose with space for air. Building organic matter into garden soil is one reason to compost scraps of fruits and vegetables from the kitchen or classroom snack. In the March 2016 issue of Science and Children I wrote in the Early Years column about how children in one preschool are adding to a minimalist compost pile. Over time they have observed the decomposition of pumpkins and apple peelings into compost. Does your program compost?
When children work with soil (or dirt as they most often call it), they rarely question where it comes from. Soil, sky, water…they just are.