What’s New for May 31 on NSTA’s various online outposts

Happy Memorial Day!
Many of you are wanting to download the resources from the conference in Philadelphia. Here’s how.
Highlights of stimulating conversations taking place right now on our listservs:

• Biology—discussion of the oil spill in the Gulf of Mexico, alcohol experiments, and college admissions;
• Chemistry—big conversation about cheating on tests;
• Earth Science—Phases of the moon, tornado movies;
• General Science—Hopper Poppers, graphing, and recommended websites;
• Physical Science—The physics of cell phones;
• Physics—CO₂ cars.

In NSTA’s online professional learning communities, a new group has formed for traveling teachers, and don’t forget to download all the presentation resources for our Philadelphia Conference–even if you didn’t come, as a member of these communities, you can access all the handouts and session materials! Click here to access a short video that teaches you how to get the handouts.
On our “core site” (www.nsta.org): read about our Summer Institute for Elementary Education—and then register to attend!
On Facebook, deadlines extended for NSTA’s New Science Teacher’s Academy, and some research going on about the educational uses of Google Earth.
On LinkedIn, more direct posts from NSTA’s Career Center, and discussions about springtime ferns and presenting at NSTA’s National Conference on Science Education next year in San Francisco.
And of course, on our Twitter stream, science educators are tweeting and re-tweeting the latest from NSTA Press!
Renew Your Membership!
Now is the time to insure that you don’t miss a single journal issue or one minute of the time you use to network and build professional connections here in these online communities. Click the link above to renew your membership and insure that NSTA stays in your corner for your science education career!

I had an interesting conversation with some teachers about technology skills for the 21st century. Many years ago in the last century (the mid 1980s), when personal computers were emerging into the schools, we had similar discussions and made up lists of skills we thought would take our students into the future. Looking back at some of these lists, I can see that although we were well-intentioned, the technology continues to change and some of knowledge (e.g., how a floppy disk worked) and skills (MS-DOS commands) we thought were important are now obsolete. What we thought was a high-end use of technology (e.g., word processing or spreadsheets) is now standard. And the Internet didn’t even exist then (at least not in the sense that virtually everyone had access to it).
The International Society for Technology in Education (ISTE) has a sets of technology standards that go beyond specific applications. Before we start thinking “just what we need, another set of standards when we can’t even get to everything in science,” look at the headings for the student standards:

• Creativity and Innovation
• Communication and Collaboration
• Research and Information Fluency
• Critical Thinking, Problem Solving, and Decision Making
• Digital Citizenship

Many of descriptions and performance indicators for these might already be incorporated in our science classes, and they’re independent of specific software and applications. ISTE also has sets of standards with performance indicators for teachers and administrators that would be helpful in designing professional development programs. They’re worth a look.

At our elementary school, we’re exploring the idea of changing from self-contained classrooms to departmentalizing in grades 4 through 6. In terms of science instruction, what are some advantages and disadvantages we should consider?
—Erin, Jackson, Mississippi
Any time we change how we do things in schools, there should be some fact-finding and thoughtful discussion of the advantages and disadvantages. A quick Internet search turns up many articles, reports, forums, and blogs on the topic (although I did not see much formal, current research). What data are you using to determine the need to change your schedule?
I don’t have a definitive answer on what configuration works best for upper elementary students.  In my classroom visits, I’ve seen many different variations of departmentalization, or “platooning.”

• Teacher A teaches a self-contained fifth grade class. She enjoys science and uses science themes in interdisciplinary activities in which students apply their skills in science, math, reading, and writing. She likes the flexibility of having the same students for the whole day, and her classroom is full of student projects.

• Teacher B teaches a self-contained sixth grade class. He admits that his own science background is weak, and he can’t justify the time it takes to set up science activities. He feels a need to focus on math and reading, and so he considers science and social studies as subjects he gets to when there is time, usually at the end of the day.

• Teacher C is a science specialist in a large school. He teaches every fourth grade student. His classroom has been designated as a science center with water, electrical outlets, tables, and safety equipment. There is an extensive collection of science trade books, a weather station, and aquariums. He sees the students every day.

• Teacher D teams with another fifth grade teacher. She teaches math and science and her colleague teaches reading and social studies. They meet their students every day for a block of time. Some days she uses more of the time for science investigations, other days she focuses more on math, and some lessons, like graphing or measurement, can be integrated into both subjects.

• Teacher E works in a small school, with one section of each grade. She teaches reading/language arts in her sixth grade homeroom and science for grades 4, 5, and 6. By working with all of the students for three years,  she gets to know them and implements a science curriculum that builds on their skills and knowledge.

Many elementary teachers feel the nurturing and intimacy of a self-contained classroom is important. They get to know the students better and can focus on their needs throughout the day. By teaching all of the subjects, they can help the students make the connections among the topics. Their schedule is not bell-driven, and except for the scheduled time for specials, recess, and lunch, the instructional time can be flexible. Some teachers and administrators prefer this configuration because they are concerned about the time students would spend moving to different classrooms and behavior management issues in the hallways. Some parents and teachers may feel changing classes sounds too much like a middle school experience. However, science can be overlooked, especially in an environment under pressure for students to perform well on reading and math tests. There are also issues around purchasing and storing duplicates of equipment, kits, safety materials such as goggles and sanitizers, and science libraries for individual classrooms. In this setting, it is important to discuss how to ensure high-quality science instruction for all students on a regular basis.
Departmentalized teachers may feel that the upper elementary students are ready for a different learning environment. The students get regular experiences in science, and the teachers can focus on one or two subjects in their planning. The classrooms become science centers appropriately equipped for student investigations and ongoing projects. In many departmentalized schools, the entire grade level team meets periodically to develop  and maintain consistent grading rubrics and basic classroom procedures in all subjects. The schedules alternate daily or weekly, so the subject the students have at the end of the day varies. However, having several teachers with different styles and personalities can be challenging for some students. There is also a concern that departmentalization could become compartmentalization, in which students and teachers see their subjects as totally separate entities. Parents also have several teachers to communicate with, instead of one.
As you discuss this possible change, work with your principal to identify the pros and cons and to explore potential issues with scheduling and facilities. Include the special education faculty in your discussions. If you’re serious about modifying your schedule, keep parents in the loop, sharing the rationale you develop. Whatever you decide to do should be based on your data and reflect the best interests of your students.
Photo: http://www.flickr.com/photos/benwerd/329570851/

The deadline to submit applications for the 2010 NSTA New Science Teacher Academy has been extended to June 21, 2010. Science teachers located throughout the country, who will be entering their second or third year of teaching and whose schedule is a minimum of 51 percent middle or high school science, are encouraged to apply.
NSTA Fellows chosen for the program receive a comprehensive membership package, online mentoring with trained mentors who teach in the same discipline, and the opportunity to participate in a variety of web-based professional development activities, including web seminars. In addition, each NSTA Fellow receives financial support to attend and participate in NSTA’s National Conference on Science Education, taking place in San Francisco, March 10-13, 2010.
For more information about the NSTA New Science Teacher Academy or to learn how to apply to become a fellow, please visit www.nsta.org/academy. Applications must be submitted no later than June 21, 2010, to be considered. Don’t delay, apply now!

Many of you are wanting to download the resources from the conference in Philadelphia. Here’s how.
Highlights of stimulating conversations taking place right now on our listservs:

• Chemistry—iron titration, how to deal with dangerous chemicals, and what incoming freshman need to know;
• Earth Science—Friday, May 28th, being celebrated as the 2,595th “birthday of science,” and combining science with art;
• Elementary—lots of recommendations for books to use to teach the Simple Machines;
• Physical Science—conduction radiation activities;
• Physics—the discussion on grading and homework continues, as well as discussions on ferrorfluids.

In NSTA’s online professional learning communities, there is activity in the Tennessee Chapter group (discussing the implementation of a new state framework for science K–12), the Massachusetts chapter has posted their flyer on their upcoming conference, and don’t forget to download all the presentation resources for our Philadelphia Conference–even if you didn’t come, as a member of these communities, you can access all the handouts and session materials! Click here to access a short video that teaches you how to get the handouts.
On our “core site” (www.nsta.org): read about National Lab Day and get involved!
On Facebook, lots of videos and images being shared on fun experiments for families and microscopic imagery.
On LinkedIn, more direct posts from NSTA’s Career Center, and discussions on getting groundwater science education into schools.
And of course, on our Twitter stream, science educators are tweeting and re-tweeting the latest from NSTA Press!
Renew Your Membership!
Now is the time to insure that you don’t miss a single journal issue or one minute of the time you use to network and build professional connections here in these online communities. Click the link above to renew your membership and insure that NSTA stays in your corner for your science education career!

As a SciLinks user, you have access to thousands of websites in the database. An intrepid group of reviewers called NSTA Webwatchers—made up of science teachers—work behind the scenes to search for potential entries and review them for inclusion in SciLinks. Let’s meet a few of them.

 

Anne Wolff

Anne Wolff, a graduate of Sacramento State University, is credentialed in multiple subjects and special education in both California and Washington. She is an independent consultant, and has been a SciLinks reviewer since 2003. Anne was team leader for a “Webwatchers Summer Institute,” and is an alumnus of the NASA/New program. In 2002 she was awarded a Lysol grant for her lesson plan “Wash Your Hands!” Anne is proud to be part of the SciLinks team. “SciLinks brings the best of the web to teachers and students. It’s a real timesaver and essential part of any science curriculum.”
Carol Sue Laskey has been a SciLinks reviewer for NSTA since 1999. She graduated from Clarion University with a Bachelor of Science Degree in Education majoring in Special Education/Rehabilitative Sciences with a minor in Gerontology. She also earned a Masters of Education in Special Education. Carol Sue has been an elementary learning support teacher with the Titusville Area School District since 1999. A native of McConnellsburg, PA, she currently resides in Oil City, PA. The most important aspect of her life is her family.  Her hobbies (when she’s not reviewing websites) include crossstitch, reading, and woodworking.
Michael Calhoun is a veteran science teacher and hosts an online science website. Over the years Mike has studied trends in science, education, and finance, conducting research, developing programs, and writing articles on these topics. Mike is a graduate of the City University of New York and New York University and has also completed post-graduate level training in classroom technology applications and interactive web-based e-learning design at the University of Virginia. As a resident of the Gulf Coast of Florida he enjoys the warm, sunny weather, the beaches, and has a passion for cross-country cycling.
 

Norma Holowach

A SciLinks reviewer since 2002, Norma Holowach is a National Board Certified Teacher with 24 years of experience. Over that time she taught biology, chemistry, physics, environmental science, and general science. Her students ranged from grades 7–12 in urban and rural districts. She is currently teaching biology and chemistry at Lakeview High School in Cortland, Ohio. A graduate of Youngstown State University, Norma earned a B.S. degree in biology with minors in chemistry and education. She received her Master of Education degree in Curriculum and Instruction from Ashland University. In addition to her formal education, she has traveled to many of our national parks and loves learning about the natural world. “I have a deep appreciation for nature and enjoy activities that allow me to expand my knowledge of the stars, wildflowers, and birds.” In addition to reading and traveling, Norma collects fossils and minerals.
 

Mary Bigelow

Mary Bigelow has been a SciLinks reviewer since 1999 and has over 35 years of experience as a science teacher (grades 7–12) and in professional development. She is a graduate of Penn State’s science education program and earned a Ph.D. in Instructional Systems from Penn State. The most recent adventure was “retooling” (not retiring) and spending more time writing for NSTA, hiking and birdwatching at state and national parks, and volunteering at a nearby nature center. “SciLinks is a wonderful tool for teachers, and it’s been great to see it evolve and expand over the years. As a reviewer, I really enjoy learning about new topics in science.”

A local laboratory is relocating, and the company is offering to donate materials and equipment to our high school. Our principal says this looks like a good deal, but we science teachers are a little cautious. What precautions should we take?
—Marcial, Reno, Nevada
On it’s face, this may seem like a great offer. What science teacher wouldn’t want free materials? Your principal is probably thinking of the cliché: Don’t look a gift horse in the mouth. But there’s another old saying that may apply: If something looks too good to be true, it probably is.
First, find out if your district has a policy or guidelines on accepting donated materials. If you accept things, sight unseen, you may get “leftovers” the company doesn’t want to move. They may be well intentioned, but I’d still ask for an inventory (or, better yet, a chance to check out the gifts onsite) with the right to refuse anything that is not in working order, not useful in a school setting, or potentially hazardous.

Be cautious when accepting technology donations. Ask your district technology coordinator to determine if computers and peripherals are in working order and compatible with the district specifications. The school will have to assume the costs of upgrades and software—if the computers are several years old, it might not be worth the time and expense to update them. In addition, the school would be responsible for disposing of any unusable equipment (I’m speaking from personal experience).
Regarding any chemicals that might be on the list, follow the advice in NSTA’s Inquiring Safely: A Guide for Middle School Teachers:

To save yourself from liability, responsibility, and a lot of expensive and unrewarding work, never accept gifts of donations of chemicals from well-meaning parents, upper-grade teachers, business and industry, or anyone else. You will not have the appropriate MSDS [material safety data sheet] documents, and you cannot be certain of the age, purity, and prior storage conditions of chemicals that are not ordered and received directly from a reliable science supply house. Some donors even make “gifts” only to rid themselves of the responsibility of hazardous waste disposal. Some materials may not be subject to regulations when you first accept them, but may be declared hazardous after you have accepted them. The responsibility and cost for hazardous waste disposal becomes yours. (p. 29)

On the other hand, you may find some gems—microscopes, glassware, trays, balances, hot plates, probeware, field equipment, lab furniture—that will enhance your basic lab inventory. Don’t forget the needs of your colleagues at the middle and elementary levels, too. You just may find a specialized piece of equipment that will help advanced students in their research projects. Whatever you accept should be added to your inventory, stored securely, and, in the case of equipment, relabeled as school property.
If you do accept any donations, a thank-you note on school letterhead to the lab and a notice on the school website or newsletter would be appropriate. Include a few photos showing how the materials or equipment are being used. For your own records, note the reasons for declining any items in case there are any questions from the community as to why you passed up some of these “gifts.”
If your budget is tight and you want to find deals on materials, check to see if your municipality, county, or state has a warehouse or surplus program as part of its general services agency. These purchasing programs—open to schools, nonprofit agencies, community organizations, and (sometimes) individuals—are a bargain hunter’s paradise. My colleagues and I visited our state warehouse when we heard a hospital closed down. We purchased boxes of unopened test tubes, beakers, disposable gloves, and other brand new lab materials for a fraction of the catalog price. We found bargains on a used desk and filing cabinets for the lab storage room, too. And we had the chance to inspect everything before finalizing our purchase.
Photo: http://www.flickr.com/photos/sharynmorrow/329207472/