The Next Generation Science Standards has been released and is now available for download.  As with any new set of standards, there is always much discussion about the feasibility of implementing them within the classroom – all classrooms.  Opinions and discussion surface on both sides – can we, can’t we; what will it look like?  Have they thought about???
The writing team and support personnel at Achieve thought about these issues and also developed an appendix which answers and addresses many of these topics.  Appendix D of the NGSS has the title of “All Standards, All Students: Making the Next Generation Science Standards Accessible to All Students.”  The supporting information in this section states that “the NGSS are intended to provide a foundation for all students, including those who can and should surpass the NGSS performance expectations. At the same time, the NGSS make it clear that these increased expectations apply to those students who have traditionally struggled to demonstrate mastery even in the previous generation of less cognitively demanding standards.
To supplement this information, seven case studies were developed and posted to the NGSS website with the intent of providing views or lenses into different classrooms. Each of the seven case studies consists of three parts.

• A vignette of science instruction to illustrate learning opportunities through connections to the NGSS and the CCSS for English language arts and mathematics as well as use of effective classroom strategies. The vignette emphasizes what teachers can do to successfully engage students in learning the NGSS.
  • A brief summary of the research literature on effective classroom strategies for the student group highlighted in the case study.
  • Information on context for the student group – demographics, science achievement, and educational policy

The seven case studies have the following topics:

• Case Study 1: Economically Disadvantaged
• Case Study 2: Race and Ethnicity
• Case Study 3: Students with Disabilities
• Case Study 4: English Language Learners
• Case Study 5: Girls
• Case Study 6: Alternative Education
• Case Study 7: Gifted and Talented Students

 
We invite readers to discuss their thoughts and views about this supplemental appendix to the NGSS and their thoughts on how and what the NGSS will look like in their own classrooms!

I am enjoying eating fresh blueberries every day—before that it was mangos. Neither of them grew in my neighborhood but I do have a large enough sliver of sunlight to grow herbs such as mint, rosemary, thyme, fennel and oregano. At the preschool, children are harvesting cucumbers. Sarah Pounders writes about promoting fruits and vegetables as snacks for children, in the National Gardening Association’s KidsGardening online resource. She also shares ideas for planting a fall garden, something I want to try again this fall.
We can reinforce science concepts about the needs of plants every time we talk about plants or garden with children. While volunteering at a community science event at a public library, I talked with children ages 5-12 about the needs of plants as they did a simple activity—planted a lima bean in a cup. Who knew that lima beans would be so popular with this age group!? Many of the children knew at least one or two of the needs of plants—water, sunlight, nutrients, and soil (support)—and some children also added “air,” amended by a few older children to “oxygen.” It isn’t surprising that young elementary school age children don’t think that plants use air, or if they think air is the same substance as oxygen. These are just two of the naive ideas or misconceptions that teachers can address while teaching about the needs of plants. We can also be sure to say that (most) plants get nutrients from the soil and make their own food using sunlight, so children don’t think that plants get their food from soil. The temperature needs of plants to sprout seeds and grow are another need that children often neglect to think about.
The formative assessment probe, “Needs of Seeds” by Page Keeley in the February 2011 NSTA journal, Science and Children, helps students express their understanding of what seeds need to grow into seedlings. With a text level for grade 3, the probe is useful for early childhood teachers to read to prepare ourselves for investigations and discussions about growing plants from seeds. In Keeley’s book for grades K-2, Uncovering Student Ideas in Primary Science, Volume 1: 25 New Formative Assessment Probes for Grades K-2, the Teacher Notes for the probe “Seeds in a Bag” describe activities to further student understanding.
The Science of Spring website is designed to help children learn about seeds and how they grow. It is part of Science NetLinks, developed by the American Association for the Advancement of Science. It features photographs of seed investigations carried out by children and suggests books for reading.
Children might ignore a garden if they aren’t allowed to contribute to it in some way. By planting seeds and harvesting produce, children are involved with food production and learn about the needs of plants. Because teachers will be responsible for getting volunteers or for doing all the garden maintenance themselves, only plant the size garden you have time to nurture to harvest. Maybe just a lime bean in a pot!

In addition to articles on a featured theme for each issue, NSTA journals have monthly columns that offer suggestions on content and teaching strategies for K-12. If you subscribe to a journal as a member, you have access to all of these!
Science & Children: (Middle school teachers may want to look at the activities, especially for students who may not have had many experiences in science.)

• Teaching Through Trade Books by Christine Royce features two trade books related to science (K-2 and 3-5) and two 5E investigations related to the topic.  The feature concludes with a section showing the connections  between the reading and activities with  A Framework for K–12 Science Education and the Common Core State Standards in English Language Arts and/or Mathematics. This month’s issue has students investigating space travel by designing their own rockets and manipulating variables to determine if the rocket’s performance changes.
• The Early Years by Peggy Ashbrook focuses on our youngest learners (Pre-K to grade 2). In a conversational style, Peggy describes how to foster children’s natural curiosity about the world around them. The article also includes a lesson idea appropriate for these budding scientists. This month’s issue talks about students growing plants and discussing evidence for how plants reproduce.
• Formative Assessment Probes by Page Keeley features a probe from the popular series of books (you can download it) and describes how it can be used. The summer 2013 probe deals with the topic “Is It a Solid?”
• Author Bill Robertson describes Science 101 as a “background booster” with an easy-to-read discussion. This month’s question is “What is the difference between solids and liquids?”
• Methods and Strategies has ideas from many authors for lessons and projects. The article often includes handouts, rubrics, and detailed descriptions for techniques you can adapt to your class or grade level. This month’s issue describes a science ecology club and an environmental education family science night.

Science Scope (Teachers at the upper elementary grades as well as high school teachers may find ideas that can be adapted for other grade levels):

• In the Green Science column, = a variety of authors share ideas for lessons or schoolwide activities to promote environmental science projects and “green” practices in school. This month’s issue discusses nanotechnology.
• Ken Roy’s Scope on Safety should be required reading at science department meetings! (and the topic in Science Scope is different than the one in The Science Teacher—two for the price of one!). This month’s issue discusses various ways to communicate in an emergency.
• Scope on the Skies by Bob Riddle takes a seasonal look at astronomy topics (note to earth science teachers of any age!), such as viewing the planets in the summertime.

The Science Teacher (Teachers at the middle school can find ideas for interested students. Teachers of any age level can enhance their background knowledge of science content, lab practices, and safety):

• Each month, Safer Science by Ken Roy discusses safety issues in the science classroom and laboratory (and it’s usually a different topic than in Science Scope for a double dose of safety information.) This month’s issue discusses the need to have a qualified employee provide technical guidance on implementing the Chemical Hygiene Plan.
• Career of the Month features interviews with scientists, engineers, and other professionals who share their experiences. This column would certainly be appropriate for middle school and upper elementary students to explore the possibilities.
• Health Wise by Michael E. Bratsis has information and activities to help students learn to make healthy choices. For example, the summer issue features sunscreens and skin cancer myths.
• Science 2.0 by Eric Brunnsell and Martin Horejsi is brief look at using webtools to support learning in science. Each month has a different tool or technique. This month’s issue discusses using voice-command options in the science lab and classroom.
• Michael Romano has useful suggestions each month in the New Teacher’s Toolbox. Share this with new teachers at any grade level! The Summer 2013 issue discusses using end-of-year surveys for feedback to help gauge your teaching style.
• The Green Room by Amanda Beckrich has ideas for activities and classroom practices to make teaching and learning more environmentally friendly. This month’s issue discusses classroom activities related to extinction.
• If you need an activity that integrates with a lot of content, the Idea Bank has a new idea every month. This month discusses social processes such as making claims, examining claims, replicating findings, and proposing alternate explanations in science.

If you don’t have time to browse all three journals, use the NSTA blog as a guide. Each month, all three journals are featured in the blog, complete with links to the table of contents and to related SciLinks topic.

Every science lesson requires students to listen, look, and learn. But do all students have the keen observations skills it takes? Watch what is happening during a science lesson. Students are busy working together. But are they carefully observing and recording what is happening? Observation skills do not come naturally to all students. Those skills may have to be taught. One way students can hone their observation skills is by writing about what they see. Ask explicit questions such as, What is the same about both? What is different? What problem do you observe?

NSTA’s “Discovering Science” lesson explores plant roots and erosion and lets students study two kinds of plant roots and compare the differences. The first thing they will observe: Plant roots are not all the same! Scientists closely observe and record information because they want to be accurate. They record and keep track of findings. Encourage students to keep a science journal and record their observations during science lessons. Read more about observation skills and keeping journals.

Lesson Plan

Please take a look at the roots lesson plan for Grades 2-3.

Let us know how it worked in your classroom—we’d love to hear your comments

and suggestions!

Image of children examining plant roots courtesy of Greg Peterson.

National Science Teachers Association (NSTA) members are an active bunch! When they’re not in their classrooms, they’re continuing their professional development (PD) by taking classes, presenting sessions to their colleagues at conferences, serving as mentors to students and teachers, and sharing their experiences in NSTA publications and online in the NSTA member e-mail lists.
The lists—an NSTA member-only benefit launched more than 10 years ago—have become a popular and reliable resource—in fact, they’re in use 24 hours a day, seven days a week. We see members using them to ask—and getting answers to—questions like these:

[generalscience@list.nsta.org] Has anyone had any luck writing a successful grant? 
[chemistry@list.nsta.org] Does anyone know of any legitimate universities that offer any graduate courses in chemistry online?
[physicalscience@list.nsta.org] I would like to do more career awareness with my ninth-grade physical science students next year. Any suggestions on things that would be both meaningful and easily connected to our subject matter?

And sometimes in the wee hours of the morning or night, a question like this will be posted:

[newteacher@list.nsta.org] I have a very diverse group of kids, some very willing to learn; others very willing to test me…I have been nauseated every morning and have a hard time getting up and going [to work]. Is this typical when you begin student teaching?

Not only do NSTA members respond to these questions, but NSTA staff also pay attention to the posts and offer help—when appropriate. For example, when this query about the Next Generation Science Standards (NGSS) appeared on the general science list,

I’ve been trying to get my head around the NGSS and how to communicate the three dimensions with colleagues, so I’ve been thinking about analogies. Has anyone found a useful one?

NSTA’s resident NGSS expert, Ted Willard, responded,

A few months ago, I had to do a workshop where I worked on an analogy. In the end, I related NGSS to baking a cake or cooking a meal.
In the baking-a-cake analogy, I liked the idea that students engage in the practices to form an understanding of the core ideas—just as a chef uses tools and techniques [to] make the cake…I also liked the idea that just as not all cakes have frosting, not all performance expectations include crosscutting concepts.
For the cooking analogy, I liked how the herbs and spices could be combined together with different dishes, just as many different crosscutting concepts could be used with different core ideas. I also liked how the food groups could be used to represent Life Science, Earth and Space Science, Physical Science, and Engineering Design.
And for all of them, we want to remember that we are talking about preparing the dish, not just eating it. Just eating a dish that someone else prepared would be equivalent to traditional instruction.

Sometimes a list thread becomes fodder for a news story in NSTA Reports, the association’s monthly newspaper. The cover story for the Summer 2013 issue (depicted above) was inspired by a list thread and featured members’ accounts of exceptional field trips.  Here are some other examples of threads that led to news stories:

• What are your best tips for searching for my next job? (May 2013 NSTA Reports)
• How can I make the most of a scientist’s visit to my classroom? (November 2011 NSTA Reports)
• How can I respond to students who ask, “Why do we have to learn this?” (February 2011 NSTA Reports)

If you’re not an NSTA member—or if you’re a member who hasn’t used the e-mail lists yet—check them out! You’ll also find instructions for signing up and participating.

Young children love science. For some, it may be the excitement of going to a science lab or the interesting activities they see or do. Science gives them an understanding of the world around them and makes concepts more concrete.

Consider NSTA’s “Discovering Science” lesson about clouds. Start the lesson by asking children to look out the window and observe the clouds. As you may imagine, children are already excited! After the lesson, discuss clouds and review facts about cumulus clouds. Have children draw a scene showing cumulus clouds. Research says that drawing to represent science learning is an important part of science education and an essential way of learning. It demonstrates keen observation skills and aids in understanding of concepts. Give students sufficient time to draw and color. Then ask them to describe cumulus clouds. Children will be delighted to show you what they know!

Lesson Plan

Please take a look at the clouds lesson plan for K-1 students. Let us know how it worked in your classroom—we’d love to hear your comments and suggestions!

Image of kids watching clouds courtesy of Vicki Watkins.

How can a patch of grass be described as fast or slow? It’s certainly not going anywhere! For those of you whose closest look at a golf green is from the car window as you’re driving by, the speed of a green refers to how fast or slow a ball will roll on the green, the area of very short grass that contains the target hole. When your ball lands on a level slow green, a mighty rap might be required to get the ball to the hole. But on a level fast green, that same mighty rap could send the ball back off the green and into a sand trap!

Many factors determine the speed with which a ball will roll on the green, such as the length of grass and the direction in which the grass is growing and the wetness of the surface and underlying soil. Before they ever step on the first tee, both casual and serious golfers would like to know how fast the ball is going to roll on the green with a rap of a given force on that particular day. And they can, because of a simple measuring tool called the Stimpmeter®, which is described in Science of Golf: Kinematics.

This installment of the Science of Golf series, produced by NBC Learn in partnership with the United States Golf Association (USGA) and Chevron, is one of ten that highlights the science, technology, engineering, and math behind the sport. The companion NSTA-developed lesson plans help you use the sport to convey science concepts in an engaging, hands-on way. The videos are available cost-free on www.NBCLearn.com.

Download the lesson plans and use them as a base for your particular situation. If something works well (or not!) with your students, leave a comment and let us know.

–Judy Elgin Jensen

Image of green at the Tierra Rejada Golf Club in Moorpark, California courtesy of Dan Perry.

Video

SOG: Kinematics discusses the importance of putting, the use of a device called a Stimpmeter® for determining the speed of a green, and how a branch of physics called kinematics applies to the use of this device.

STEM Lesson Plan—Adaptable for Grades 7–12

The lesson plan provides ideas for STEM exploration plus strategies to support students in their own quest for answers and as well as a more focused approach that helps all students participate in hands-on inquiry.

The SOG: Kinematics lesson plan models how students can investigate a question about how one might design a system for determining the speed of greens in golf.

You can use the following form to e-mail us edited versions of the lesson plans: [contact-form 2 “ChemNow]

Science curriculum is so important today! Yet, as educators we already have so much curriculum to cover — little time remains in the day for science. That’s why we created Discovering Science: Lesson Plans and Experiments. We wanted to help you achieve your goals: to teach students to think critically, to make decisions, and to solve problems. So many of you wrote asking for resources such as these, and we heard you! A recent national survey of teachers underscores the need. We are extremely excited to share these lessons developed especially for you and for your students.

NSTA Lessons Are Focused on Goals

In developing the lessons, we had four primary goals
• to motivate students and get them excited about science.
• to reduce prep time by providing you with background information in the science concepts.
• to make science an authentic, lively, and engaging classroom experience.
• to feature science concepts and activities aligned with Next Generation Science Standards.

Quick Tips and Tactics

NSTA Discovering Science: Lesson Plans include a science experiment (test of concept) or demonstration (illustration of concept) to provide students with a clear understanding.
• The lesson plans are based on the Madeline Hunter model and incorporate the gradual release of responsibility approach. The lessons include direct instruction, guided practice with students, and students working independently, practicing or using knowledge.
• We designed the lessons to motivate students to learn actively and collaboratively.
We wanted to build content vocabulary, questioning skills, self-direction, and persistence. Most lessons feature extra activities and cross-curriculum extensions for review and reinforcement, as needed.
• As you coach the students, let them master the skill of following directions and experience the actual experiment and demonstration activities. (Be sure, however, to consider students’ ages and skills, level of difficulty, and safety concerns in determining if you should conduct the experiment and have them assist and observe you.)
• Materials identified in lists for the lessons include items that teachers would not typically have in the classroom. Such classroom items as paper, easel pads, crayons, and so on, are not listed.

Practical How-To Advice

• Insert the number of students in your class on the lesson plan, including how many boys and girls, as required by most school administrators.
• Preview the lessons and experiments, review materials needed, and check the book list and other resources.
• Revise or add to the lessons as needed—they are offered as word documents for ease of use.
• Create a science center in your room for science books and other materials—it may be helpful to have some items (hand lenses, small scales, etc.) on hand.
• Provide students with a special notebook for them to use as a science journal where they may record vocabulary, observations and findings, questions, experiences, and other reflections.

Finally, enjoy the lessons! And please let us know what you think – send feedback in the comments below.