The STATellite (August 2013) by The STATellite

Contents Calendar President’s Message

Volume 57, Number 3

August 2013

CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations STAT Contacts

Inside: • CAST TOUR 2013 • Call for Award Nominations • Aero-Dynamic Heli-Device • Shifting Current Lab Activities • K-12 Science Practices • Cultivating Critical Thinkers ...and much more! 1

The Official Newsletter of the Science Teachers Association of Texas

Contents Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations STAT Contacts 2

Contents

About Us

Calendar Presidentâ&#x20AC;&#x2122;s Message CAST 2013

We are STAT, the Science Teachers Association of Texas. STAT is committed to the enhancement of the teaching of science in Texas at all levels and in all science disciplines. For STAT Position Statements, go to: http://www.statweb.org/positions

Call for Award Nominations The ADHDâ&#x20AC;&#x2122;s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations

STAT is: o A statewide organization of elementary, middle level, and high school teachers, college educators, supervisors of science, and others dedicated to maintaining the highest levels of science and education in our schools. o A chapter of the National Science Teachers Association o Visit the NSTA site STAT seeks to: o Serve as a unified voice for the science teachers of the state. o Keep science teachers and other members informed about current trends in science education. o Provide opportunities for members to examine techonology, curriculum, materials, and services. o Inform members of local, state and national meetings, conferences, seminars and workshops related to sciences. o Cooperate with other science oriented organizations and teacher associations in the promotion of teaching of science. History: STAT, Science Teachers Association of Texas, was formally organized in 1957 during the 4th Annual Conference for the Advancement of Science & Mathematics Teaching (CASMT). STAT membership is now more than 7,000 strong!

STAT Contacts

Calendar ...........................................................................5 President’s Message.......................................................6 CAST TOUR 2013............................................................8 Teacher Awards Program............................................11 The Aero-Dynamic Heli-Device (ADHD).................13 Shifting Current Lab Activities .................................18 A Framework for K-12 Science Practices .................22 CAST Elementary STEM Spectacular ......................26 Cultivating Critical Thinkers.....................................27 TAEE Award Nominations Form...............................32 STAT Contacts ..............................................................34 Standing Committees Elected Officers Appointed Positions Affiliate Congress Texas State Board of Education

STAT Contacts

Contents Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities

September Award Nomination Deadline September 3 Region XIX Mini-CAST September 28 El Paso, TX

A Framework for K-12 Science

November CAST 2013 November 7-9 Houston, TX

CAST Elementary STEM Spectacular

December Officer Nominations Due December 1st

Cultivating Critical Thinkers

STATellite Articles Due December 1st

TAEE Award Nominations

STATellite December 15

STAT Contacts 5 5

Welcome Back from President Burken Dear STAT Members, Welcome back to another fantastic year of science teaching in Texas. It is my extreme pleasure to start my term as President of this wonderful organization. We are the largest state science teachers association in the United States with the most active members. I hope that we can meet all of your expectations this year and provide you with what you need to be the best science teacher. It is going to be a busy and exciting year and we have many activities planned. Our weekly twitter chats will begin again and we need suggestions on topics for discussion. Members of STAT will convene in Houston in November for the Conference for the Advancement of Science Teaching. This is definitely going to be a CAST that you will not want to miss especially because this is an adoption year for science. Additionally, regional Mini-CASTs will occur throughout the year across the state. In the spring, we will continue last year’s successful day at the Capitol. In the summer, we will hold the second annual “Summer Leadership Institute”. Stay tuned for more inspiring activities. If you have suggestions of something you would like for the organization to focus on this year, please let us know. There are many affiliates that everyone should be members of this year. These orga-

nizations provide valuable professional development opportunities and outreach for their members. The organizations are: Associated Chemistry Teachers of Texas, Informal Science Education Association, Texas Association of Biology Teachers, Texas Association for Environmental Education, Texas Council of Elementary Science, Texas Earth Science Teachers Association, Texas Marine Education Association, Texas Section American Association of Physics Teachers, and the Texas Science Education Leadership Association. Each affiliate supports specific areas of science, but you are welcome to join all of the organizations. I deeply appreciate the STAT Board members for all that they have done and continue to do on behalf of our members. The Board has worked very hard this year and will continue do so. They worked on the strategic plan, facilitated sessions at the “Summer Leadership Institute”, worked on the upcoming CAST conference, provided a voice at the State Board of Education and State Legislature on pressing issues, represented the organization at the National Congress on Science Education, and chaired committees for the organization. I would like to also thank all of the board members who recently left office and those currently serving. All have been totally committed to ensuring the success of all science teachers in Texas.

Contents Calendar

Welcome Back from President Burken (Cond’t)

President’s Message CAST 2013 Call for Award Nominations The ADHD’s

Finally, I must take this opportunity to thank This will be a fantastic year and I look forward Sharon Kamas, Past President, for all of her hard to meeting you at CAST. work last year. She is truly an amazing leader. Nasco Science Division Sharon spent countless hours in Austin testifying President STATellite Newsletter on behalf of science education and because Summer of 2013 Donald Burken her science education has not taken aSTAT1308 back seat president@statweb.org to other content areas. Throughout the year, she has been a great role model, mentor, sounding board and friend.

Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations

STAT1308

Are your students Science Stars? 

Daily warm up/review



Incorporates all 3rd-5th grade TEKS



Interactive white board activities

Visit our booth at CAST # 1031

STAT Contacts www.starpointlearning.com www.starpointlearning.com

CLICK HERE TO REGISTER

STAT Contacts 8

Contents Calendar

I am so excited about CAST this year; I can hardly wait! Not only do we return to Houston, but it is a huge year for science education. We are in an adoption year so attendees will be inundated with innovative products and creative ideas. The workshops, short courses, and field trips are incredible this year.

President’s Message CAST 2013

I am particularly thrilled to have Adam Steltzner as our opening ceremony Keynote speaker. What could be better than a rock n’ roll engineer who has worked on projects such as the Mars Pathfinder, Mars Exploration Rovers, Cassini, and Galileo as we rock Houston?

Call for Award Nominations The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations STAT Contacts

Keynote Speaker Adam Steltzner

Our Twitter hashtag for the conference is #CAST2013. Be sure to Tweet about all the great sessions and social events you attend. We will Tweet live during the conference as well as host some Tweetups! If you aren’t sure how to Tweet, don’t worry, you have plenty of time. I will post resources in our LinkedIn Group, on Facebook, and on Twitter. I have met some incredible people through social network avenues and expanded my learning exponentially – Join us on one or all of our social network sites. After the last session on Friday during CAST, we are hosting an extraordinary networking event. You won’t want to miss this interchange of ideas and information as we work to build our professional networks. The CAST Tour 2013 Planning Committee is working hard to make Houston great, including the Thursday social you won’t want to miss! Feel free to contact me if h questions. you have

Good Energy!

Sharon Kamas STAT Past President 9 group Twitter: @sharonkamas @CASTour2013 @txscienceSTAT LinkedIn: STAT CAST

CAST Tips and Tricks Many of us spent summer days sharpening our skills on “essential questions,” “problem-based learning,” and “notebooking strategies.” We tried new technology tools and ways to implement them. Attending CAST will be one of the highlights of the year for us. It gives us a much needed mental energy boost. Kudos to those who proposed and submitted sessions and are preparing to enrich our teaching tool boxes with new ideas. Sessions will be a win-win for both presenters and participants if we are attentive and interactive (as we would want our students to be). Whether you are using an iPad or an iSpiral to take notes, don’t let social media keep you from engaging in face-to-face teacher talk about useful ideas for the classroom! Take advantage of the opportunity to connect with colleagues from all over our state. It will help you feel less overwhelmed, more validated in what you are doing, and you’ll gain new Facebook friends to share with!

Rock on CAST 2013!

Rosemary Martin

Member CAST 2013 Planning Committee 10

Contents

CAST Agenda at a Glance Wednesday, November 6, 2013

Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities

Thursday, November 7, 2013 7:30am - 8:30am 7:30am - 5:00pm 7:30am - 5:00pm 8:00am - 5:00pm 8:30am - 9:30am 8:30am - 11:30am 10:00am - 11:30am 11:30am - 6:00pm 12:30pm - 1:30pm 1:00pm - 4:00pm 2:00pm - 3:00pm 3:30pm - 4:30pm 4:30pm - 6:00pm

First Time Attendees Coffee Hour Registration & Tote Bag Pickup CAST Information Booth open Field Trips Workshop & JAM Session 1 Short Courses Keynote Exhibits Open! Workshop & JAM Session 2 Short Courses Workshop & JAM Session 3 Workshop & JAM Session 4 CAST 2013: Appetite For Instruction Opening Reception featuring:

Registration & Tote Bag Pickup

Friday, November 8, 2013 7:30am - 5:00pm 7:30am - 5:00pm 8:00am - 5:00pm 8:30am - 9:30am 9:00am - 5:00pm 9:00am - 12:00pm 10:00am - 11:00am 11:30am - 12:30pm 1:00pm - 4:00pm 1:30pm - 2:30pm 3:00pm - 4:00pm 4:30pm - 5:30pm 4:30pm - 6:30pm

Registration & Tote Bag Pickup CAST Information Booth open Field Trips Workshop & JAM Session 5 Exhibits Open Short Courses Workshop & JAM Session 6 Workshop & JAM Session 7 Short Courses Workshop & JAM Session 8 Workshop & JAM Session 9 Workshop & JAM Session 10 Science Teacher Networking Night

Saturday, November 9, 2013

A Framework for K-12 Science CAST Elementary STEM Spectacular

4:00pm - 9:00pm

The Spazmatics Thursday, 4:30pm - 6:00pm

Cultivating Critical Thinkers

7:30am - 10:00am 7:30am - 4:00pm 8:00am - 1:00pm 8:30am - 3:30pm 8:30am - 9:30am 9:00am - 12:00pm 10:00am - 11:00am 11:30am - 12:30pm 12:30pm - 3:30pm 1:00pm - 2:00pm 2:30pm - 3:30pm

Registration & Tote Bag Pickup CAST Information Booth open Exhibit Hall Open Field Trips Workshop & JAM Session 11 Short Courses Workshop & JAM Session 12 Workshops Session 13 Short Courses Workshops Session 14 Workshops Session 15

TAEE Award Nominations STAT Contacts

Keynote Speaker Adam Stelzner “How Curiosity Changed My Life” Thursday, 10:00am - 11:30am 11

Contents

Call for Award Nominations by George Hademenos

Calendar President’s Message

To all of my STAT colleagues, I would like to ask a favor of you. Look at your calendar for the upcoming school year and please circle the date September 3. Why? What is the significance of September 3?

This day is the deadline for the receipt of applications for the STAT Teacher Awards. STAT recognizes the excellence in science instruction for four categories of teachers: Rookie, Elementary, Middle School, and High School. If you know a science teacher or two on your campus or in your district that have routinely gone above and beyond the call of duty, then you should definitely consider encouraging them to apply for a STAT Teacher Award to be recognized for their efforts . How does a teacher apply for a STAT Teacher Award? The process involves the online submission of three items by the prospective award applicant: Position statement – a two-page, double-spaced description of the applicant’s teaching philosophy; resume/CV – detailing the applicant’s educational background, teaching experience, professional development/campus involvement, and appropriate awards/recognitions; and, 1 – 3 one-page reference letters from either the applicant’s colleagues, campus principal/administrator, students, parents or anyone directly familiar with the applicant’s teaching abilities and student impact. Why should a teacher apply for a STAT Teacher Award? The short answer is that it is a relatively easy way for science teachers to gain recognition for their tireless and dedicated efforts in the classroom. In reality, though, the award is more than just a single act of recognition – it represents an opportunity to become actively involved in STAT through leadership positions to help guide and foster discussion on issues vitally important and directly relevant to science teachers; to participate in Science Teachers Day at the Capitol to actively lobby state representatives on legislation that directly impacts the state of science education and to serve as a committed advocate for the science teacher, and to substantively contribute their expertise to their 6,000+ science teacher colleagues either by presenting at the annual CAST conference or submitting their ideas for publication in STAT’s electronic newsletter, STATellite. You’ve convinced me. How do I get started? Please visit the site http://statweb.org/awards and follow the instructions for your particular award category of interest. Good luck.

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Contents Calendar

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President’s Message CAST 2013 Call for Award Nominations

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Shifting Current Lab Activities

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A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations STAT Contacts

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Contents

The Aero-Dynamic Hili-Device - ADHD by Deborah Roberts-Harris

Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities

The new A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas states as its goal to help educators “realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields” (National Research Council, 2012, p. 10). I take reform-based teaching seriously and try to model for K-8 teacher candidates how this might look in a classroom. In a class of 16 graduate level teacher candidates with varying degrees of science experience, I tried to provide the most current research on the teaching of science in elementary school and to model the pedagogy I hope they will embrace. I also wanted to challenge and inspire them to feel confident in the learning and teaching of science. I found an investigation that is simple, yet integrates reform-based science through the eight practices of science and engineering. Appropriate for different grades in varying levels of complexity, it could develop crosscutting concepts in scale, proportion and quantity as well as in structure and function. The core ideas could include the physical sciences, and engineering, technology and the applications of science. The investigation also could provide an authentic experience for the K-8 teacher candidates to do science in ways that elementary students might experience science, and to think about the shift to a “doing-led agenda” (Duschl, 2012), in which the doing and the learning were inseparable. The Aero-Dynamic Hili-Device (ADHD) or paper helicopter.

A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations STAT Contacts

Working in pairs for this investigation, my students cut and folded the traditional paper model of a paper “helicopter “ and added a paper clip to the bottom of the model. (One such template can be found at http://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdf; there are many others.) I notice that as soon as they have finished constructing, and before I give any other instructions, they begin to drop the model and watch how it falls. They are amazed by the way it spins. Almost immediately, they try different methods of dropping it, from a higher location (some stand on chairs), lower location, and with and without a little thrust behind the drop. Then they start looking around for more paper clips in order to add weight to the device, and challenge each other in races. I interrupt their exploration and ask what they have noticed. One of the pairs makes the claim that theirs is faster than the other pair of students at their table. However, when I ask for evidence that one is faster than the other, they are stymied. They did not record any data, nor did they try to drop their ADHD’s from the same height at the same time to see which hit the ground faster. This provides an opportunity to discuss the need for accurate data, which would include a timing device, and a specified point for dropping that was the same for both parties. Also the idea of a fair test is discussed. “It isn’t fair that they threw theirs down, and we dropped ours.” The need for the same technique in dropping the helicopters is apparently an issue. A discussion ensues on the value of identifying and limiting variables in the quest for the “fastest” model helicopter. “ So what exactly constitutes a fair test?” is my next question. As these students debate within their groups about data collection, variables to control and “fair test,” the

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Contents

The Aero-Dynamic Hili-Device - ADHD(Cont’d) by Deborah Roberts-Harris

Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations

discussion is quite animated. They decide that one thing that will remain the same will be only one paperclip (and all paperclips are the same size) on the helicopter. They also agree that thrust or force upon release is not allowed – it must be a simple release – just let go! The idea of three trials and an average of the three times recorded will help with fair testing, and a specified release point is identified. Just when they think they have it all figured out, I present them with a list of challenges. This list was developed with a colleague, Laura Pearce, for use with students or teachers. The list includes: • What can you do to make it fall faster? Describe in writing how you will do that before you try it. • Try it. Did it work? How was it different/same as what you thought? • Try it multiple times – do you get the same time? • Can you change it to make it fall even faster? Describe in writing how you will do that before you try it. • Can you make the wings spin in the opposite direction? • Try it – did it work? What did you change to make it happen? • How could you make a model that falls more slowly? Describe in writing how you will do that before you try it. • Try it - did it work? • What did you change in your new model? • What thing does this model remind you of in the natural world? Immediately design changes come into play. Some make another model the exact same size, others make a model bigger or smaller. Still others take the model and use different types/weights of paper, and/or cardboard, to make their models. There are experiments with size of the stem, others with the size of the wings. Some are experimenting with ways to fold the wings, or the shape of the wings. To an outsider looking in, the activity level and the level of engagement in the activity may appear chaotic, but in fact, there is serious work going on. There is a great deal of discussion and the participants are throwing around words like friction, and air resistance, gravity and mass. They are challenging each other to think about what factors are affecting what happens when they make their design changes. They are questioning each other about Newton’s laws – and whether or not they apply in this circumstance. One group runs up two flights of stairs to drop their heli-device to see if the longer distance helps with making the helicopter fall more slowly.

STAT Contacts

Click here to read the full article 16

Contents Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities

Mastering science comes from doing science. See the “aha” moments on your students’ faces as difficult TEKS concepts become crystal clear. Students don’t just read about science, they experience it. Investigations utilize exclusive, easy-to-use lab equipment designed to make challenging concepts come alive and develop in-depth understanding of the TEKS. To learn more and view a sample, visit us at: www.Texas.ExperienceCPOscience.com

A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations STAT Contacts 17

Contents Shifting Your Current Lab Activities to Practice the Inquiry Skills of Science

Authors: Sandra L. Westmoreland, Ph.D. Assistant Professor of Biology, Texas Woman’s University, Denton, Texas 76204 Jacque Garcia, M.S. K-12 Science Coordinator, Eagle Mountain-Saginaw ISD, Fort Worth, Texas 76197 Rita Rich, M.S. Secondary Science Coordinator, Northwest ISD, Justin, Texas 76247 Molly Weinburgh, Ph.D. Professor and Director of the Andrews Institute of Mathematics and Science, Texas Christian University, Fort Worth, Texas 76129

Abstract: This article provides a model with which classroom teachers can adapt their current curriculum from teacher-driven, prescriptive lab activities to inquiry-based, student focused activities. The approach occurs in four steps that have been used by middle and high school teachers. First, a set of scientific skills are identified that support the Texas Essential Knowledge and Skills (TEKS) and the Framework (NRC, 2012). Second, a description is given to explain how teachers would select an appropriate series of lab activities. Then, the article outlines how to shift labs so that skills are introduced one at a time. Skills are cumulative so that students become proficient in using the practices. Finally, instructions are given on how to integrate skill building practices so that students are ready to engage at the time of the lab activity. Examples are given of lab activities before and after the shifting. In addition, student products of one shift are shown. “I am so confused. I have the standard labs that I have been doing for years. Now I am told that my labs should be inquiry-based, should align with the state standards for science (TEKS), and should help students engage in the scientific practices noted in the Framework (NRC 2012). How can I prepare the students for the benchmark exam and develop new lab experiences?” In our work with teachers, we hear this and similar statements rather frequently. We hear the frustration in the voices of the science teachers uttering these words. We know that you, a science teacher, go to professional development events where you learn about inquiry-based instruction. It sounds wonderful! You want to try to use inquiry in your class. You return to your district where the reality is that you have a set of required lab activities that are very prescriptive in design. You have little time to look for more inquirybased alternative lab activities. What can you do?

Contents Shifting Your Current Lab Activities to Practice the Inquiry Skills of Science (Cont’d)

HOW WE BEGAN As we worked within our districts and with science teachers, we became aware of the confusion about how and when to emphasize and implement the practices of inquiry such as planning and carrying out investigations and analyzing and interpreting data (NRC, 2012). Recognizing teachers’ concerns led us to seek a solution that could be adapted to any curriculum. We knew that an abrupt move would be intimidating for teachers and confusing for students. Our goal was to shift well-established and much used lab activities from teacher-directed to student-directed. Therefore, we decided to introduce a single scientific skill that was necessary for practicing inquiry in each lab activity in a way that required the student to make decisions and/or choices. After the skill’s introduction, students would be held accountable and responsible for skills that they had learned in previous labs. Thus, the skills would be cumulative so that students would become more independent of the teacher during the lab sequence. We refer to this process as “shifting” skills, since the responsibility for practicing the skills of inquiry gradually is shifted from the teacher to the student. In order for this method to work, the labs would need to flow with the curriculum selected by any district. The labs would not be in addition to the normal curriculum, but simply a modification of the existing curriculum. Our last consideration was selecting labs of the experimental kind (West, 2010, Windschitl et al., 2007). WE SHIFTED LABS From past experience, we knew that students do not always have a firm grasp of how to perform the scientific inquiry skills that were targeted for each shift. In order to refresh their memories (or teach them for the first time), we located a published piece (Middle Grade Science Scenario-Based Investigations 2011) that emphasized each of the skills as a unique lesson. We introduced these inquiry skills as preliminary homework assignments before each shifted lab. The homework refreshed the students’ memories or taught a new skill as needed for the associated lab. Although we used published inquiry skill-building lessons, you may want to create your own activities for this purpose. What is important is that by the end of the semester, students had fully engaged in practicing scientific inquiry skills that gave them the knowledge and abilities to create their own research project. That is, students were ready to engage in full science inquiry. Also, this was accomplished using the teacher’s own curriculum and student learning objectives. From there we created the steps that we have outlined in Table 1.

Click here to read the full article

STAT Contacts 2021

Contents Calendar President’s Message CAST 2013 Call for Award Nominations

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Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers TAEE Award Nominations American Association of

Physics Teachers STAT Contacts 22

Contents A Framework for K-12 Science Bringing Attention to Science Practices in Texas by Terry Talley, Ed. D.

As many Texas science teachers may or may not be aware, the Next Generation Science Standards (NGSS) were released in March to an awaiting science community at the National Science Teachers Association Conference (NSTA) in San Antonio in 2013. As a member of the Science Teachers Association of Texas (STAT) and the Texas Science Education Leadership Association (TSELA), I too welcomed the final release of this new document, knowing full well it will not be adopted by the Texas Legislature or the Texas Education Agency as the standards for science education in Texas in the near future. It is for many reasons that I looked forward to the final document and the opportunity to review the standards in more depth. I would like to share some of those reasons with you in the hopes that you too will begin realize the value of the work that was accomplished in the preparation of the National Standards for Science. Research-Based Science When studying the Texas Essential Knowledge and Skills (TEKS) that were revised in 2009 it is evident that the writers used the Benchmarks for Science Literacy published by the American Association for the Advancement of Science in 1993 as well as the National Science Education Standards published by the National Research Council in 1996, as their guiding documents for research-based scientific information appropriate for classroom instruction. These knowledgeable and skilled K-12 Science TEKS writers developed the framework for the vertical development of the science standards they believed were best for the students of Texas. Having worked with and been on committees with many of the writers, they have my respect in the fine work they did and the document they crafted for the science education of the students in Texas. With much debate and many adjustments the State Board of Education approved the release of these standards in 2009 to be used for the development of curriculum and assessments. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (K-12 Framework) was released by the National Research Council in 2012. This publication updated and combined the works of the Benchmarks for Science Literacy, the National Science Education Standards, as well as current research from How Students Learn Science in the Classroom (NRC, 2005). This document is the basis for the national science standards developed for the next generation of science student in the United States. Although the Texas Legislature recently passed legislation limiting the STAAR assessments to the TEKS it did not limit the instruction of science to just the basics of the TEKS document. As science educators, we seek the most current, accurate, and appropriate scientific materials for our students. One of the most appropriate resources for this information is the revised K-12 Framework. As teachers search through the myriad of resources available to their student, many are looking for reference to the K-12 Framework Disciplinary Core Ideas (DCI) as a basis for the validity and appropriateness of the science included. Many knowledgeable and reputable organizations such as NASA, the Smithsonian, and National Geographic site the K-12 Framework and the National Science Standards so that teachers can trust the scientific content and age appropriate level of the materials. Cross-Cutting Concepts Science cannot be taught as a game of Trivial Pursuit®. It is not a series of facts, that if memorized will

Contents A Framework for K-12 Science Bringing Attention to Science Practices in Texas (Cont’d) by Terry Talley, Ed. D.

provide a passable score on a high-stakes test. Without the thread of connections that holds science facts together, students leave the classroom with very little understanding of the world they live in. They have no basis for application of this knowledge to the problems they will face in the world. “Although crosscutting concepts are fundamental to an understanding of science and engineering, students have often been expected to build such knowledge without any explicit instructional support.” (NRC, 2012, p. 83) Within the science classroom, instruction based on the K-12 Framework provides a means to build the complex and interconnected explanations of observations to provide meaning to the phenomena of the world we live in. Within each core idea in science are many cross cutting concepts such as patterns, cause and effect, systems and models, structure and function, to name a few. Depth of knowledge will take the students of Texas to higher levels of achievement as they compete on at a national level. The students who graduate from Texas high schools do not limit their vistas to just the colleges and universities inside our state borders; they are applying for placement all over the nation. Nationally-normed tests such as the SAT, ACT and College Board Exams are not limited to the TEKS, these students are being held to an accountability level based on national and international standards. Utilization of the cross-cutting concepts adds depth and meaning to the science they are currently learning and provides the additional understanding to how the problems of the world can be solved through the interconnectness of ideas.

Click here to read the full article

Terry Talley, Ed.D. holds undergraduate and graduate degrees in science from the Mississippi University for Women and an Ed.D. in Curriculum, Instruction and Administration from the University of North Texas. Dr. Talley joined the UTMB SRTSTEM Center as co-Director for Education Outreach upon her retirement with 20 years in public education. Terry’s career began as a secondary science teacher working with students in grades 6-9 for 14 years. She later served as Dean of Instruction, science teacher specialist and eventually supervisor for science in two large north Texas Independent School Districts. Terry Talley was an instructor in the College of Education at the University of North Texas. She is the recipient of the Texas Medical Association Middle School Science Teacher of the Year 1997 Award, and the District Teacher of the Year in the GCISD. Currently, in addition to being the Co-Director of Education Outreach at the SRT-STEM Center, she also holds the role as the lead Mentor/Coach for the Galveston County Regional Collaboratives BTIM Program, serving 15 novice math and science teachers in the Greater Galveston Area. Dr. Talley can be reached at tktalley@UTMB.EDU

STAT Contacts 25

If you want the TEKS in their minds, put FOSS in their hands.

It’s one thing to cover the TEKS. It’s quite another when students discover them! Each FOSS Texas investigation is designed to provide multiple exposures to all of the TEKS, using engaging strategies that center on active investigation. It works. FOSS is extensively field-tested and reflects current research. To learn more and see a sample of the program, visit:

Texas.ExperienceFOSS.com

DevelopeD at

STAT Contacts publisheD anD DistributeD by

Contents Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s

TCES Elementary STEM Spectacular Dear Elementary Science Educators, We need your help. Please respond yourself and also forward this message to other Texas science teachers with whom you work, particularly elementary teachers who might be attending CAST in Houston this fall. This is a invitation to participate in the Elementary STEM Spectacular on Friday morning during CAST. It’s a fun way to share a favorite activity with other teachers. Details are described at this link CAST Elementary STEM Spectacular Just fill out the short form included, giving your contact information and a brief description of your activity, and we will get back to you in August. We hope to have 80 educators sharing during this event. Please be one of them! Thank you for considering, Mary Hobbs, Ph.D.

Shifting Current Lab Activities

Datalogging that’s faster, easier, and more accurate!

A Framework for K-12 Science CAST Elementary STEM Spectacular Cultivating Critical Thinkers

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Cultivating Critical Thinkers by Michael Brinkman

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Is it reasonable, or even fair, to expect students to be successful answering dual-coded assessment questions on a state exam if they have not been provided with dual-coded learning opportunities? The state of Texas implemented the new STAAR assessment model with a goal of focusing on fewer standards and skills in a deeper manner (Texas Education Agency, 2010). Further, they articulated that students will need to “demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts.” (Texas Education Agency, 2013) Therefore, a student in Texas, in order to graduate from high school, will have to possess critical thinking skills. Critical thinking skills can only be developed by having multiple and consistent opportunities to exercise them. Students have these opportunities when their instruction is dual-coded. All core disciplines have process skills and content standards in their TEKS. These are two fundamentally different sets of standards. Content standards describe what a student should know, but process skills describe what a student should be able to do. One does not become a 90% free throw shooter by having a single 30 minute practice session in a gym, but process skills have historically been handled in this manner; as if they were something a student should know (and not directly taught). Students need consistent opportunities to grow these process skills. This is done by developing daily instructional plans that ask students to use their process skills in the context of the content; dualcoded instruction. The easy part, in my experience, is identifying process skills that support a content standard or standards. The challenge is to skillfully construct learning statements that seamlessly embed process and content. An example of this process is shown in Table 1.

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Content

Process Skill

A Framework for K-12 Science

8.5C: Interpret the arrangement of the periodic table, including groups and periods, to explain how properties are used to classify elements.

8.2E: Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

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Process Skill with Content Embedded • •

•

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Analyze periodic trends to formulate reasonable explanations. Communicate valid conclusions, supported by data, about periodic trends. Predict trends in the chemical and physical properties of elements from their position on the periodic table.

Table 1: An example of how process skills support the content standards.

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In analyzing the table above, notice that the three merged statements in the last column all begin with skills found in the process skill standard. These skills are then practiced in the context of the content standard. If you imagine planning the instruction so the students are doing what is written in the merged statements, then you are planning dual-coded instruction. The merging of process and content into single statements provide clarity for lesson design. That is, these statements give guidance to what students should know (content) and are able to do (process skill). But it is more than what students know and are able to do; it is what students should be able to do with the knowledge they have; critical thinking. So, how does this look in the classroom? Let’s take the statement “Analyze periodic trends to formulate reasonable explanations” from the third column of Table 1 as an example. What activities/stimuli/labs etc. can I put in front of students that will allow them to analyze periodic trends? One example could be creating a series of unmarked atomic models that display a particular characteristic, such as the example in Figure 1.

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Contents Calendar President’s Message CAST 2013 Call for Award Nominations

Go Backstage with Ward’s Science at CAST 2013

The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular

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10:00 am: Forensic Science: CSI for ELL (presented by Martha Lopez-Romero) 11:30 am: STEM on Wheels: TeacherGeek Rubber Band Racer (presented by Jill Lewis) 1:30 pm: Alternative Energy Gets a Lift from STEM: TeacherGeek Wind Lifts and Turbines (presented by Jill Lewis) 3:00 pm: STAAR Energy Stations (presented by Deborah Linscomb) 4:30 pm: STAAR Energy Stations (presented by Deborah Linscomb) Location for all workshops: Room 371E, George R Brown Convention Center

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Cultivating Critical Thinkers (cont’d)

Figure 1: An explanation of the atomic models created displaying the electrons

Students could be given a grid similar to a Periodic Table, with 4 or 5 models pre-positioned on the grid. The students would then be asked to analyze the data given to develop rules for placing the other models on the grid. As they are asked to place more and more models on the grid, they are constantly checking to see if their rule(s) for placing the models are changing or remaining the same. At various intervals, ask the groups to share their rules and compare/contrast the rules. At no point should the teacher confirm or reject any of the rules or patterns the students are claiming to have discovered. The teacher then facilitates, through questioning, a class consensus on the patterns that exist on the grid. The intent of the example above is not to provide a fully developed lesson, but to use a piece of a lesson to illustrate the ideas presented in this article. Many different models accentuating the various trends found on the Periodic Table could be created (i.e. atomic mass, protons and atomic number), and this discovery method could be used with each of them. The STAAR assessment model and the demands of the 21st century work environment require us to shift our instruction in this direction. We must provide students consistent opportunities to develop their critical thinking skills while discovering the content required. A good starting point is to identify the process skills you feel fit best with the content standard and construct merged learning statements. Next, determine what you can put in front of students that will allow them to accomplish what you’ve stated in the merged learning statement. The delivery challenge is to stay neutral, never accepting or rejecting what they share, but always questioning to push their critical thinking abilities. If you are interested in more information, visit my session, “Dual-Coded Assessment = Dual-Coded Instruction” at CAST when we ROCK Houston or let’s discuss it during a STAT chat on Twitter, returning on September 3rd. Texas Education Agency. (2013, January 29). State of Texas Assessments of Academic Readiness (STAAR) Performance Labels and Policy Definitions. Retrieved July 29, 2013, from Texas Education Agency: http://www.tea.state.tx.us/student.assessment/staar/performance-standards/ Texas Education Agency. (2010, September 15). The State of Texas Assessments of Academic Readiness (STAAR): A New Assessment Model. Retrieved July 29, 2013, from Texas Education Agency: http://www.tea.state.tx.us/student.assessment/staar/

Michael Brinkman Science Facilitator, PK-12 Grand Prairie ISD Michael.brinkman@gpisd.org @michaelbrinkma5

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Contents Calendar President’s Message CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular

Rice University will offer courses aimed specifically at K-12 science teachers through the free online education provider Coursera. The courses offer profesional development in the fields of Science, Technology, Engineering and Mathematics for elementary, middle and high school teachers. The four-week courses will be developed by Rice’s Center for Digital Learning and Scholarship (RDLS) with materials from STEMScopes, the center’s online comprehensive science curriculum that is used by more than a 1.5 million students in Texas. For each course completed successfully, participants can earn a certificate for 16 hours of continuingeducation credit.

www.coursera.org/rice

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THE TEXAS ASSOCIATION FOR ENVIRONMENTAL EDUCATION (TAEE) 2013 RECOGNITION AWARDS TAEE would like to recognize its members (individuals or groups) who have contributed to Environmental Education in Texas.

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The three award categories are: 1. The Commitment to Environmental Education Award - an individual for their work in promoting environmental education. 2. The Outstanding Environmental Educator Award - an educator (formal or informal) for their environmental education efforts with children and adults. 3. The Environmental Recognition Award - a business, school or organization.

NOMINATION DEADLINE IS SEPTEMBER 6 at 5 p.m. Email nomination form to: hsummerford@audubon.org Questions?

Please contact: TAEE Past President, Haily Summerford 469-526-1990

Nomination is for: Commitment to EE Outstanding Environmental Achievement Award Environmental Recognition Award NOMINEE: Organization/Position:

Name:

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hsummerford@audubon.org

Address: Daytime phone:

Evening phone:

Email:

District, School or Company: Attach to the nomination form a brief description of the project, program or personal contribution with specific examples of how the program or individual has contributed to the advancement of Environmental Education in Texas. Include 1 or more letters in support of the nomination from students, parents or community members. Awards will be based on: 1. The ongoing nature of the program or involvement of the individual in EE 2. Collaboration with other community and professional EE organizations 3. Applicability of the individual or program to other locations and situations 4. Innovation in either the program or the involvement of participants in the program facilitated by the nominee 5. Length of time and number of people served NOMINATED BY: Organization/Position:

Name: Address: Daytime phone:

Evening phone:

Email:

NOM I NATE SOM EONE TODAY!!! DON’T M I SS THE CHANCE TO ACK NOW LEDGE YOUR COLLEAGUES!! THANK YOU!

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Chair – Ross Ann Hill rahill@idalouisd.net

Chair – Patsy Magee pmagee@beaumont.k12.tx.u

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Chair – Sharon Kamas skamas@crosbyisd.org

Chair – Mathew Wells mathew.wells@cfisd.net

Finance Committee

Chair – Jo Anne Jackson jjackson@lubbockisd.org

Chair – Sandra West sw04@txstate.edu

Policy & Procedures Committee Chair – Melana Silva melana@statweb.org

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Contents Calendar Presidentâ&#x20AC;&#x2122;s Message CAST 2013 Call for Award Nominations

Elected Officers

STAT Office Mailing Address: 5750 Balcones Dr., Ste 201 Austin, TX 78731 Phone: (512) 491-6685 Fax: (512) 873-7423 www.statweb.org stat@statweb.org

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Contents Calendar President’s Message

ACT

CAST 2013 Call for Award Nominations The ADHD’s Shifting Current Lab Activities A Framework for K-12 Science CAST Elementary STEM Spectacular

TABT

Texas Association of Biology Teachers Mark Storey

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Associated Chemistry Teachers of Texas

Informal Science Education Association

Jamie Flint

Amy Moreland

jamie.flint@springbranchisd.com

amoreland@austin.utexas.edu

TAEE

TCES

Texas Association for Environmental Education Lisa Brown

Texas Council of Elementary Science Susana Ramirez

Mark.Storey@texarkanacollege.edu

lob002@shsu.edu

justsciencemaniacs@live.com

TESTA

TMEA

TSAAPT

Texas Earth Science Teachers Association

Texas Marine Educators Association

Lexy Bieniek

Marolyn Smith

lexyb@consolidated.net

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ISEA

marolynsmith@yahoo.com

Texas Section of the American Association of Physics Teachers Paul Williams

pwill@austincc.edu

TSELA

Texas Science Education Leadership Association Kenn Heydrick

president@tselaonline.org

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Contents Barbara Cargill, Chair Thomas Ratliff, Vice Chair Mavis B. Knight, Secretary

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SBOE District 1 - Martha M. Dominquez P.O Box 960543 El Paso, Texas 79996 (915) 373-3563

SBOE District 2 - Ruben Cortez, Jr.

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735 Habana St. Brownsville, TX 78526 (956) 639-9171

SBOE District 3- Marisa B. Perez P.O. Box 276406 San Antonio, TX 78227 (210) 317-4651

SBOE District 4 - Lawrence A. Allen, Jr.

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2130 Vermillion Oak St. Fresno, Texas 77545 (713) 203-1355

SBOE District 5- Ken Mercer P.O. Box 781301 San Antonio, TX 78278-1301 (512) 463-9007

SBOE District 6 - Donna Bahorich P.O. Box 79842 Houston, TX 79842 (832) 303-9091

SBOE District 7 - David Bradley 2165 North Street Beaumont, TX 77701 (409) 835-3808

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SBOE District 8 - Barbara Cargill

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SBOE District 9 - Thomas Ratliff

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SBOE District 10 - Tom Maynard

P.O. Box 2885 Georgetown, Texas 78627 (512) 763-2801 (512) 532-9517 fax

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SBOE District 14 - Sue Melton 101 Brewster Waco, TX 76706 (254) 749-0415

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