Facilitating a Weather & Climate Unit with my new NSTA Kids eBook

ebook-wcNSTA is unveiling a new “Think Like a Scientist” series of eBooks at the #NSTA17 Conference in Los Angeles for elementary age students. While NSTA has been producing eBooks for teachers and older students for some time now, these eBooks may be new to the elementary eBook audience so I’m taking this opportunity to share some of the advantages to this eBook that separate it from a traditional text and how teachers can use the eBook in their everyday classroom.

#1: Interactive Graphs

While most climate books for kids focus on sharing facts about a specific climate or climates, this eBook is designed to get students engaging with data to draw conclusions about the given climate they are investigating. Finding climate charts openly available on the internet designed for children can be a near-impossible journey, so all of the charts used in this Weather and Climate eBook have been made with the third-grade elementary student in mind.

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Tapping a bar on the graph highlights the corresponding data point on the table. The graph background associates weather descriptors with different ranges of temperatures to help students describe patterns in the weather data across days, months, and even seasons or years. Highlighted words in the text link to a visual glossary with student friendly definitions.

To help students with computing graph quantities many of the graphs include numerical information embedded or alongside the graph so students can spend more mental energy uncovering and analyzing the patterns that exist in the data. Line plots and pictographs are also used in the book with scales and unit values aligned with Mathematics Common Core learning standards in mind. A tap of the “metric” button associated with most of the graphs provided also gives students a glimpse of how their climate data would look in metric form, unveiling the simplicity of visualizing above and below freezing temperatures when using celsius instead of fahrenheit.

#2: Scaffolded Data Analysis

Embedded alongside the graphs and text are formative assessment questions on nearly every page, encouraging students to consider the patterns evident in the data and breaking down the fundamentals of how a scientist might systematically break down a chart in search of patterns and evidence to support or refute their claims. Tapping the answer checks gives students immediate feedback on their thinking and how they might rethink a particularly challenging data point or points. The Teacher’s Guide includes an appendix of sentence starters for the teacher and students to use when dissecting the graphs provided.

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This page on polar climates includes both formative assessment questions that ask students to consider similarities and differences between conditions in the arctic and antarctic along with a metric units button that immediately turns fahrenheit charts into celsius ones.

#3: End of Chapter Investigations

No book, paper or digital, can provide students the experiences needed to become scientists and engineers of the next generation on their own. That’s why I poured a great deal of personal time and energy into a Teacher Guide to accompany the eBook every page of the way. The Teacher Guide explicitly outlines how each page of the eBook addresses the three dimensions of NGSS and outlines end-of-unit investigations to perform as a class to reinforce and assess student understanding of the eBook’s text and interactives. In some cases background information is provided to support the teacher to give them a greater understanding of climate patterns beyond those outlined in the book. Between using the eBook and the end of unit investigations I am confident teachers will be supporting their students in being able to personally perform the Performance Expectations associated with weather and climate at the third grade amongst their peers.

#4 Exploring the Nature of Science Together

Whether students are using this eBook independently, in pairs, or as a classroom read-aloud, the “story” told through this tale is one of the nature of science and how science is a human endeavor of collaboration and that our way of knowing comes from the use of a variety of tools and techniques that have evolved over time.

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Each chapter opens with fun pop-ups students can explore to learn about weather and climate data collections technology used over time. From the kites and meteorographs used at the Blue Hill Observatory featured in the opening pages of the book to the GOES-Satellite just launched by NASA in 2016 being calibrated for atmospheric weather data collection as I type. Such fun facts will capture the imagination of your students without distracting from the narrative along the way.

I’m excited to hear from teachers like you (who have no doubt reached the end of this post because you either purchased or are thinking of purchasing the book) about how you have used the eBook and what features have stood out to you as unique and valuable to your students. Please share your feedback in the comments section below, especially if there is something you think I failed to share here that should be included in this feature!

I want to add that a very special thanks goes out to Don McCasland of the Blue Hill Observatory for supporting this eBook with data and multimedia. The Blue Hill Observatory has a wonderful website for all to explore their trove of data and class programs with tours for those within busing distance. Sincere thanks and gratitude to my fellow Burlington educators, Jane Lynch, Renee Sacco, and Carrie Fortunato for their guidance and support in making this book a tool that will genuinely serve third graders from a science, math, and language arts perspective!

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A more practical approach to self-assessment rubrics (?)

Self-assessment rubrics sound like a great idea in theory.  [My] thinking goes something like this… “I’ll have my students complete the rubric themselves first! It will make them reflect thoughtfully on their work and will save me some painful conversations about why a student scored poorly.” The rubric is distributed. Time is set aside in class or expected to be submitted along with the final product. And then the scores come in and oh-no…

This winter I’m trying something different with my adult learners. Using Google Forms, I created a self-assessment checklist of sorts, where students are more deliberately walked through the meta-cognitive work I previously imagined students would do, but often found myself completing anyway. The link to the original rubric is public and I’m interested in receiving feedback from other educators who have had their own experiences with this work and/or tried their own versions of what I’m calling a “scaffolded rubric.”

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The header to my Online Participation Self-Assessment, viewable here.

This particular rubric focuses on “participation”, a score included in Standards Based Grading classrooms at their own peril, but a critical part of any online learning classroom like the ones I facilitate a few times a year. The rubric focuses on five participation components. Instead of having students simply read and score themselves outright on a full page rubric, students first work through a series of questions that require them to actively think about each component, such as contributions to the learning community, references to respected data or literature, and relevance to the questions being asked. Some questions ask them to look back on their work specifically and quote their text. Others simply have them consider simple yes/no questions. Each question is meant to have the student actively engage in thinking about the specific criteria to be scored before self-assessing and submitting their scores.

 

I have no illusions that this will satisfy every grading discrepancy to be encountered. Some students will continue to quick click and score themselves highly whether they are pressed for time or hedging that I will be too busy myself to reflect and construct counter-claims to their scores. But by asking the questions in this way I’m making my best effort to simulate the conversation a teacher might have with their students in a classroom setting before asking students to self-assess.

I’m very open to feedback on this process and will likely return to this post again in April after I’ve worked through a four week module using the new Google Form assessment. I’m also interested in hearing from teachers of younger students who have applied similar methods to their rubrics. Please share your thoughts, ideas, concerns, or links to your own such rubrics in the comments below!

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A week of learning as @NGSS_tweeps

This past week I was honored with the title of “guest tweeter” for @NGSS_tweeps, a rotating account of K-12 science teachers and administrators managed by middle school teacher and NGSS implementer, Patrick Goff.

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So after updating the account’s avatar and personal information I got down to sharing with the followers of #ngsschat. Of course you can’t spend a week tied to a dedicated community of NGSS pioneers without learning some things yourself. Here are a few of my week’s takeaways.

What does an NGSS classroom work like?

My own thoughts on everything from identifying and using student-relevant phenomena to utilizing PhET Sims as models in the classroom received lots of RTs and “likes”, but the fact that Monday was also halloween kept #NGSSchat fairly quiet. Still, I got this always-right thoughts from Brian Klaft and Greg Prater:

What does good leadership look like in our science departments? Supervisors? Chairs?

Tuesday’s conversations were more spirited, possibly because so many have their own ideas and opinions on what makes a great leader in schools, whether they are science-oriented or not! Many liked my message about the importance around “growing our people.

The previous week’s @NGSS_tweeps moderator, Cathy Boland spoke up when conversation came around to what NGSS teachers needed evaluators to understand about the shifts taking place in their classroom. Paula Burkhart also had an important message to share…

What does PD to ready teachers/admins for shift to look like?

On Wednesday afternoon I was performing some professional development double-duty, facilitating an elementary methods workshop for teachers in the evening while sharing a few posts on what we were up to through #NGSSchat. As Peabody teachers were challenged to explore matter models and engineer a bridge using materials best suited for their intended job, my #PLN supported my “learn by doing” approach:

How are we using PLNs to better our understanding of NGSS?

I wrapped up my tweeting for the week by bringing my PLN to the Massachusetts Science Teachers Association‘s annual conference, featuring formative assessment guru, Page Keeley. A resident star at NSTA conferences, it was great to meet her in a more local and intimate setting. I even got to share in an extended small group conversation with her about the many different ways probes are being used across grade levels and science disciplines. She shared a dirty secret with a few of us who were willing to spend a little time with her outside of the standard workshops taking place…

I also took in a workshop by Stephanie Burnett from Lab Aides who shared a few of her own experiences as a classroom teacher and pilot facilitator of her organization’s own formative assessments.

As if an all day conference was not enough, I participated in Thursday evening’s regular #NGSSchat hosted by high school science teachers, Fred Ende and Tricia Shelton. It was there that I shared in a great conversation around assessment and advocated for how standards based grading would be an ally to any teacher K-12 looking to shift their instruction and assessment to better meet the NGSS.

Friday featured an icing on the cake experience, visiting a Pine Glen teacher’s fifth grade class where she was facilitating Burlington’s new “Matter and its Interactions” unit. It was thrilling to see students engaged with the Concord Consortium’s matter models page while flipping effortlessly back and forth to their digital notebooks on Explain Everything, recording their observations and drawing comparisons to the own understanding of states of matter and what they observed through the model. Students were engaged, constructing particle models of matter, and constructing explanations with help of some of the models more distinct features. I made sure to share with my PLN, just as I had been advocating for all week long. What a way to head into the weekend!

Ss using models for observations into how matter interacts as a solid, liquid, and has #bpschat

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Using PhET Simulations to Explore the Cause and Effect Relationship between Forces and Motion

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One of my goals this year is to develop a third grade forces and motion curriculum with a team of Burlington elementary teachers.  While this work is only in its infancy I am optimistic then at least one of the activities to be built into our scope and sequence will be the use of a PhET Forces & Motion model. Constructed in HTML5 (and therefore usable on our students’ iPads) the tug of war model and friction model provide great opportunity for students to test multiple scenarios using a varied amounts of forces, leading to more opportunities for the students to predict and explain the results of their trials.

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Students exploring how forces impact the motion of the candy cart within the HTML5 PhET Forces and Motion model.

An opportunity arose the very first week of school when fourth grade teacher, Todd Stead invited me to come help shake up his “Forces, Motion, and Flight” unit. Mr. Stead gave me additional time beyond the normal 40 minutes to pilot the lesson, which was helpful because it allowed us to setup their notebooks before diving into more fundamental questions like “What is a model?” and make up for some lost time getting all students to the correct URL. Once things got going the classroom was immediately abuzz with students exploring the tug of war model, adding and subtracting red and blue avatars from one side of the rope and the other, running the model frequently, only to pause it mid-way and change the avatars around once again.

I built a lesson around the question, “How do balanced forces affect an object’s motion?” designed to integrate the following elements from the NGSS (and new Massachusetts standards.)

  • Develop and/or use models to describe and/or predict phenomena.
  • Forces on an object have both a strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion.
  • Cause and effect relationships are routinely identified, tested, and used to explain change.

I quickly recognized that my first crack at this lesson was a bit too ambitious. Asking students to simply explore “balanced” forces proved difficult as we hadn’t gone over the difference between balanced and unbalanced. In hindsight, changing the lesson to simply explore how forces affect an object’s motion in any setting would have been preferred and students could likely come to some explanation of balanced versus unbalanced during classroom discussions. Also, my sentences starters (or lack there of) in the observations section left students expressing difficulty with turning all of their great observations and oral explanations into written expression. I will definitely be improving the data table so that all students must first explore a few basic force systems before exploring on their own. This will give all students common experiences to discuss in their class science circle before exploring on their own with some more complex arrangements.

Aside from the challenges, this experience affirmed by belief that the model would be a great fit for our classroom. The students manipulated the force systems easily and were firmly engaged. The video demonstrates students sharing some fairly sophisticated assessments of what’s going on in their simulation, albeit with some less than sophisticated terminology. A science circle or “Socrative Circle” provided a great time to introduce some of these terms to students as they shared their explanations of what was happened in different forces scenarios. The lesson also provided a great opportunity to squeeze in a very observable cause and effect relationship, one that is at the foundation of forces and motion and one of the seven NGSS crosscutting concepts to boot.

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Modeling Celestial Motions and Next Generation Professional Development

The video, “Private Universe” showcasing Harvard graduates stumbling over the reasons for the seasons has thousands of views on YouTube and has been shared countless other times in science-ed classrooms. The sometimes laughable explanation are enough to make any space science educator laugh and grimace simultaneously, pointing to the reality that even many of our nation’s “best and brightest” still lack the scientific literacy expected of a sixth grader. Recognizing an overlap between the new MA science standards and Burlington’s science curriculum at their current grade levels, I proposed an astronomy course to help Burlington’s educators dispel their own astronomical misconceptions while engaging in three dimensional learning at the heart of the Next Generation Science Standards.

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The first announcement posted on our Google Classroom

Striking the Balance between Online and Face to Face

With few opportunities built into our school year schedule for professional development after the opening week BPSCON, a hybrid course seemed most likely to draw the attention of the elementary and middle school teachers I hoped to attract. By limiting the course to just three face-to-face sessions and a handful of web-based discussions and assignments, the “after school scheduling conflicts” and/or any personal sentiment against online learning was more manageable than a credit course meeting exclusively one way or the other. Teachers who wanted the credit through Cambridge College were expected to participate in both realms while PDP seeking teachers could participate in as much of the online as they wished with the understanding that they would receive additional PDPs beyond the face-to-face time for the work they put in outside of the afternoon sessions.

Utilizing NSTA’s Earth, Sun, and Moon eBook

ebook-esmThe Earth, Sun, and Moon eBook provided a backbone of content on which face to face models could be constructed and teacher’s could share pedagogical approaches to exploring different space science phenomena. Many teachers cheered when they learned it was a digital resource that was “there’s to keep” and would be available to them, even if/when they upgrade to new devices. A number of teachers shared their intentions to use some of the animations and celestial simulators built into the eBook. As a curriculum facilitator it provides the added comfort of knowing the book and its scientifically accurate information is available to them even when I may not be.

During each week of the course teachers read specific chapters or “Science Objects,” completed the quizzes and answered questions pertaining to how a model explored in the book aided students in constructing explanations and its limitations. Supplementary resources, like this list of moon misconceptions shared by the Lunar and Planetary Institute, provided focus points for teachers to deliberate over through the Google Classroom “Question” tool.

Putting Three Dimensional Learning at the Center of our Professional Development Universe

During each of our face-to-face sessions, teachers engaged collaboratively in the scientific practices. Starting with a mind-melting tour of the milky way illustrating the overwhelming quantity of stars and the vast distances between them, teachers developed their own models explaining  why our sun shines brighter than the billions of other stars in our sky. In later classes teachers used and developed models explaining, moon phases, eclipses, and the seasonal changes in solar intensity felt on earth surface. Teachers also used planetarium apps on both tablet and laptop devices, grappling with the strengths and limitations of both models while observing the sky over large stretches of time in just a few minutes.

Analysis of data charts laying out the frequency of solar and lunar eclipses surprised even seasoned middle school space science teachers in the room.  Stunningly similar charts produced by graphing participants birthday’s total sunlight hours and highest solar altitudes hit home the significance of patterns and the mathematical predictability behind the celestial motions and what we observe in the sky.

With our face to face time waning I asked my teachers’ to evaluate the short course and what would need to change if I wanted to see them in a future short course on a different disciplinary core idea. I was over the moon with the amount of positive statements and assurances that they would be back for more. What’s more, a day later I received this email from one of the participants:

[A fellow coursemate] and I took a Teachers as Scholars class yesterday called Bringing Green to the Classroom. The teacher asked questions about planting locations and growing season based on sun angles and length of sunshine in a day in particular months of the year – we were laughing and had to hold back so we didn’t look like show-offs because, of course, thanks to you we knew all those answers!

Rarely is an astronomy course so immediately gratifying! For those interested in developing a similar course, the proposal submitted to our district’s academic review board, outlining the goals and format of the course can be seen here.

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Assessing Human Impact in the Cafeteria

Hundreds of mouths stood agape as six students in white “haz-mat” suits picked through a mountainous pile of trays, plastic wrappers, tater tots and pizza sticks. Shrieks and “ewwwwwww”s carried through the gymnasium. Students and teachers collectively held their noses. Meanwhile, piles labeled “Trash, Food Waste, and Recycling” grew steadily taller.

Fox Hill students conducting a "trash audit" and investigating their waste! #bpschat

A post shared by Burlington Science Center (@burlingtonsciencecenter) on

 

While most children are told at an early age that one should recycle and not let things food go to waste, the reality in cafeterias across the nation (Burlington included) is quite different. A trash audit is visceral. It speaks to the students sense of sight AND smell. With the Next Generation Science Standards explicit attention to human impacts on earth systems, Wendy and I at the Burlington Science Center wanted to bring this disciplinary core idea to light in a way our students would connect with. Inspired by the NSTA 2010 article, “Trash Pie: Is Your School Serving?” We picked up some small size sanitation suits and booties at the local hardware store before putting together a multimedia presentation that would orient students to our essential question: How do our choices affect our community? How do our choices affect our world?

Our Science Center ‘show’ would not be like the norm. No large scale props (with the exception of a tarp) or “science magic.” Instead, Wendy and I collected a Monday’s worth of trash at each elementary school and stored it away to be opened and revealed a day later in the gymnasium with the entire student body and faculty present. After the initial shock of over 100 pounds of waste before them, we introduced the “Our Trash, Our Choices” challenge: a week’s worth of trash sorting, data collection, and data analysis to reveal the patterns in our waste and the choices we make, aimed to inform and change behaviors in a way that will lessen our demands on natural resources and the steady growth of our world’s landfills.

Results were immediate. At all four elementary schools waste (combined totals of trash and food) dropped between 30 and 50% on the very first day. Much of the reductions came in how students managed their food waste, choosing to bring uneaten snacks home, or polish off bottles of water and cartons of milk instead of simply throwing them (and their recyclable containers) into the trash. Days afterward waste reductions had leveled off (and on breakfast for lunch day even increased) but did not reach original levels. At three of the four schools, custodians took to heart the pleas by children (and some teachers) to make recyclable containers more prominent and accessible during the lunch, dramatically reducing the rampant disposal of plastic water bottles.

During the week teachers took opportunities to read children’s books exploring the importance of protecting earth’s resources and recycling those already put to work in our various products. Kindergarteners at Francis Wyman read about turning old materials into toys and mobiles while fourth graders read of a child’s dream world where his future is overrun with trash and insufferable pollution. Other teachers used the resources shared on the Science Center blog to further the conversation in the classroom and send the learning home.

To see the Burlington Cable Access channel’s news brief on our program click here. To see the silent video we shared with students while they took their seats in the gymnasium click here.

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Engineering Pollinators (and Next Generation Engineering Curriculum!)

To bolster our curriculum council’s understanding of how engineering will be better integrated into our science curriculum, the focus of today’s extended PD was an agricultural engineering challenge to be implemented into our future 4th grade “Structure and Function” unit. The council meeting’s was primarily designed to immerse teachers into learning experiences designed to integrate life science disciplinary core ideas and engineering integration. The agenda also provided time to give our teachers practice with evaluating correlations between newly adopted state engineering standards and engineering models that are currently in use in our district to encourage adaptation of current engineering challenges to better meet those standards.

Teachers were provided a rough overview of the lesson sequences intended to bring students to the front edge of the engineering challenge. Such lessons include flower dissections, explorations and research through informational text, and careful examination of both plant and animal external and internal structure that facilitate pollination, reproduction, and overall survival of the organism. How these lessons included both disciplinary core ideas and scientific practices was explained, but was not the primary intention of this council meeting.

All of our teachers were familiar with the plight of pollinators due to the light, but steady stream of news, data, and warnings for environmental impact. It was therefore easy for our teachers to identify the problem requiring an engineering solution: How to pollinate plants in the face of rapidly declining pollinator populations!

Testing pollination materials to build hand pollinators. #elemscience #bpschat #PD

A post shared by Burlington Science Center (@burlingtonsciencecenter) on

Teachers were provided engineering limitations through materials available and the time provided to build. Before construction could begin, teachers needed to test the materials to determine pollen pick-up and drop-off effectiveness for each. They also studied the shape of the flower they had been charged with pollinating. After planned investigations had been executed and results shared, design and construction began. Prototypes were tested as instructed by the Science Center and results were communicated to determine which designs worked best.

Transporting the pollen from one flower to another. #elemscience

A video posted by Burlington Science Center (@burlingtonsciencecenter) on Mar 2, 2016 at 1:15pm PST

 

In the final 20 minutes, teachers analyzed their grade bands engineering standards and the lessons as described and conducted, looking for examples of where the standards had been worked towards and gaps in the lesson sequence that had to be addressed. Because the lesson was a model of engineering application, life science core ideas were also checked to determine that the performance expectations put forth by the life science standards had also been met.

Overall, the experience was a bit of a scramble as teachers were initially hesitant to dive into the challenge given the lack of actual classroom experiences that building up to it. This also led many teachers to share concerns about translation to elementary students in the vision vs. practice discussions that took place during the investigation and in our teachers, “tickets to leave.” Fortunately, the vision for a next generation science and engineering curriculum goes beyond more than one rushed engineering experience in an after school council meeting. Teachers were reminded that as a part of our curriculum revamp, engineering would be included to play a significant role in the curriculum at each year, so the challenges being poised and the practices required to complete them would grow in complexity over time and not simply pop-up. This message was the same for science practices, particularly as teachers worked to determine what a “fair test” looked like and worked like in the stage leading up to the construction of the pollinators.

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Capturing teacher thinking during the council meeting has immediate impact on ways to improve the design of our curriculum and helps us identify the thinking they are walking away with. Such remarks also help us as coordinators identify possible partners in piloting and reviewing curriculum.

Almost all teachers agreed that the engineering projects would engage students and lead to stronger outcomes of understanding and participation. Many also cheered the collaborative nature of the challenges despite acknowledging openly that such work can be difficult for students. Several wondered aloud what such work would look like at their specific grade levels, leading us to assume they are excited to engage in such experiences with their students (or wary that such lessons may descend into chaos!) Either way, I am excited to bring more engineering to the curriculums at each grade level so our students may apply their scientific thinking and learning to problems that demand solutions in the 21st century!

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