Hi all, Jeanne from Wash U STL. I write K-8 #mysci science curriculum and facilitate PD with teachers all across our region. Popping in and out while doing some final curriculum edits for the 2018-19 school year!! #ngsschat
Good evening, everyone! I’m Holly and I work at @OCDeptofEd as a #STEM Administrator. I’m excited help facilitate this chat tonight with the rest of the amazing @cascience Twitter team! #NGSSchat
Hi all you #NGSSChat folks!
I'm Ted Willard
AKA:
NSTA's Standards Geek
Educational Cartographer
3D Songster
So happy to be with my friends (virtually) on a Thursday night.
Please remember to include #NGSSchat in your tweets! We’ll be following a Q1/A1 format. Please respond to the question asked with an “A” and the number. Here comes question 1!
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
A1: we are trying to partner with local community organizations who have a science/conservation focus to provide field work experiences for kids #ngsschat
A1: we are trying to partner with local community organizations who have a science/conservation focus to provide field work experiences for kids #ngsschat
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
Have you found that the local organizations are familiar with the #NGSS or Framework vision? How do you work together to implement the SEP's? #NGSSchat
Q2 With summer approaching, we are reminded that there are always ample opportunities for learning outdoors, a perfect way to connect students to the environment. In what ways do you incorporate the outdoors into your science teaching? #NGSSchat
A1 (2/3) I feel compelled to add, that fostering this in students means fostering this in teachers! Just a reminder that #CAScience18 has an E-Lit strand https://t.co/U5cfdHHf4v#NGSSChat
A1: We've helped a local district identify environmental themes that are relevant to their students and communities as a way to begin to develop an environmental literacy plan. #NGSSChat
A1 Our high school environmental s’s designed and implemented an Earth Day Fair for our district’s 6th graders who were about to start their sustainability unit. #NGSSchat@CMS_Ferguson@jen_bresler
Q1. Our state has a program called Green Leaf Schools. Focused on environmental and sustainability education. Partnership of state organizations, environmental, and education groups. Free and open to all schools in CT. #NGSSchat
A1: One of our district high schools has a nature trail that is maintained by the environmental classes. The dream is to make this a field trip destination for schools to study phenomena. We get a little closer every school year. #ngsschat
#ngsschat a1: Between air quality and heat indexes, Bakersfield has a lot depending on the environment. With its strong agricultural roots, there's no lack of reasons to foster environmental literacy in our students.
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
It was already happening in pockets so we are just hoping to expand. Hope is an important word as these programs are grant funded and we won’t find out until the end of June if the grants were awarded. #NGSSChat
A1: We have been lucky to have developed partnerships with several local organizations such as the National Parks, Fish and wildlife, and Coastal Commision. Many Ts in our area take advantage of the opportunities they provide for Ss to “get outside”. #ngsschat
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
A1: We've helped a local district identify environmental themes that are relevant to their students and communities as a way to begin to develop an environmental literacy plan. #NGSSChat
Q2 With summer approaching, we are reminded that there are always ample opportunities for learning outdoors, a perfect way to connect students to the environment. In what ways do you incorporate the outdoors into your science teaching? #NGSSchat
Q2 With summer approaching, we are reminded that there are always ample opportunities for learning outdoors, a perfect way to connect students to the environment. In what ways do you incorporate the outdoors into your science teaching? #NGSSchat
A2 We partnered with the KY water watch and did stream assessments. We also partnered with elementary classrooms (HS & Elem) to design an invertebrate Olympic games (of course which meant we had to catch, sustain and train our invertatheletes) #NGSSchat
A2 #NGSSchat. We study our campuses ecosystems and even watched snapping turtles mating in the pond this year! Q’s include How much carbon is stored on your site? How does your site compare with other team’s site on campus? How can we improve the biodiversity on campus?
Q2 I am new to district, On a field study I led with 5th graders. Discovered 40% have never gone hiking As a result next year, every grade level will have an environmental experiential piece woven into the curriculum. Goal: Get students unplugged and outside. #NGSSchat
Outdoor learning is not just about life science . Go outside to observe shadows, see forces on a ball or playground equipment, use stream tables. #NGSSChat
Q2: To help students share their sense of place in the outdoor spaces they've been investigating, we have them create 360 voice-over images using Google's Cardboard Camera App (it's free!). #NGSSChat
A2 (2/2): Helping teachers see that sketching outside, reading outside, measuring temperature, looking for evidence of environmental change, looking for differences in the schoolyard between the blacktop and the grassy area have been amazing starts to outdoor learning. #NGSSchat
One of the first was cell phones/ gorillas was HUGE and powerful for kids. Another class/year opted to start a recycling program in our school, another-- tree planting. Ss choices made a huge difference but all highlighting the interconnectivity of our world #NGSSchat
Outdoor learning is not just about life science . Go outside to observe shadows, see forces on a ball or playground equipment, use stream tables. #NGSSChat
A2: I used to do a program with my Ss called “SHRUBS” Students helping Restore Unique Biomes. This was in partnership with the @SantaMonicaMtns During our last trip to the park, we invited families to join us and most of them returned to the park again in the summer. #ngsschat
Q2 With summer approaching, we are reminded that there are always ample opportunities for learning outdoors, a perfect way to connect students to the environment. In what ways do you incorporate the outdoors into your science teaching? #NGSSchat
#ngsschat A2: we live in ecosystems, so we explore and analyze the campus. What's living? What's nonliving? What effects of drought?
Then gathering materials for an erosion/deposition experiment from the campus grounds -- no need to buy it when it is right outside the door.
Q2 With summer approaching, we are reminded that there are always ample opportunities for learning outdoors, a perfect way to connect students to the environment. In what ways do you incorporate the outdoors into your science teaching? #NGSSchat
A1 Michigan has PEs specific to our state: 4-ESS3-2 MI Generate and compare multiple solutions to reduce the impacts of natural Earth processes on Michigan’s people and places.#NGSSChat
We have NO field trip money, I have some handheld weather devices so we go out and look at weather variables. Building stones for rock ID. Could dig a soil pit. #earthscience#NGSSChat
A2: The schoolyard is an amazing place for outdoor learning- especially if you have trees/ grassy areas. Sometimes a walk to a local park works too #ngsschat
A1: One of our district high schools has a nature trail that is maintained by the environmental classes. The dream is to make this a field trip destination for schools to study phenomena. We get a little closer every school year. #ngsschat
The primary grades start with agriculture, upper elementary gets into the watersheds and our local wetlands, and middle school dives into ocean science :) #NGSSChat
I am currently editing 2nd grade biodiversity and humans. This standard (2-LS4-1) could be very basic without actually getting outside. We write lesson plans to encourage Ss to observe around their school (playground, garden, entrance, woods, pkg. lot, etc.). #ngsschat
#ngsschat a1: Between air quality and heat indexes, Bakersfield has a lot depending on the environment. With its strong agricultural roots, there's no lack of reasons to foster environmental literacy in our students.
Q1: The NGSS provide a unique opportunity to foster environmental literacy in students. How does your school, region, or state build a complimentary vision for environmental literacy and science literacy? #NGSSchat
#NGSSchat#READ5305
At my school, we have an outdoor classroom that the school uses to do outdoor activities. There are planters for planting seeds and more. Wish my school would put more emphasis on it!
Q3 We do Trout in the Classroom. (Raise trout from eggs and release them into river.) We go around town and do macroinvertebrate study to determine health of water body and kids decide best place to release the trout. #NGSSchat
Agree- I just wrote this as well. Biodiversity is everywhere, including school grounds. Several of our units ask students to design solutions to make their environment more biodiverse. #ngsschat
#NGSSchat#READ5305
Jill, I completely agree! As a lower elementary teacher, science and social studies are almost always the first things to be placed on the back burner.
I like that they are using their observation skills just like scientists. How can you involve more science and engineering practices (SEPs) in this experience? #NGSSchat
A3 some fav 3D learning experiences that include DCIs: should the ESA act be modified? analyzing the case studies of Bristol bay/ pebble@mine and the spotted owl vs logging and vs the barred owl. #ngsschat
#ngsschat science and social studies make the reading and learning that much more approachable in primary and intermediate elementary education. Time needs to be made for these vital studies.
Q4 The NGSS provide explicit connections to climate science - what are challenges and successes you’ve had in incorporating climate science into your practice? #NGSSchat
A4 Interested in learning more about climate science and #NGSS? Attend Climate Summit 2018 presented at this years #CAScience18 Conference! The summit covers climate topics relevant to all K-12 science Ts. For more info and registration visit: https://t.co/YNMH3smKJR#ngsschat
A3: create a model for judging green living homes for sustainable homes contest in order to determine the most sustainable home. Create a city plan to improve the sustainability of the city. #ngsschat
Our schools are smack in the middle of town too. We have partnered with our land trust. I will be walking all the land parcels with them. We will be identifying areas to use as outdoor classrooms. #NGSSchat
A4 Interested in learning more about climate science and #NGSS? Attend Climate Summit 2018 presented at this years #CAScience18 Conference! The summit covers climate topics relevant to all K-12 science Ts. For more info and registration visit: https://t.co/YNMH3smKJR#ngsschat
Q4: Challenges of climate science have come down to giving concrete experiences of such a large phenomenon to kids. Successes are all about local data from local scientific institutions. #NGSSchat
Our schools are smack in the middle of town too. We have partnered with our land trust. I will be walking all the land parcels with them. We will be identifying areas to use as outdoor classrooms. #NGSSchat
A3: 3rd grade forces & motion w/baseball theme. We hit/tossed balls outside to investigate applied force & gravity, rolled ball on different surfaces to explore opposing forces and friction. Kids made and revised models explaining cause of ball motion up/down/stopping #NGSSChat
A3: I have worked on a unit where Ss research the impact of rodenticides on local wildlife ( my phenomenon is a photo of a mountain lion with mange). So we end up addressing energy flow in ecosystems, human impact and it gets Ss trying to do some problem solving #ngsschat
I agree, this is an area where the use of data is important. Provides opportunities for students to get plenty of practice in analyzing graphs, charts,maps. #ngsschat
#NGSSChat the Foodcorps leader teaches students the connection between the food they eat produce and the plants they grow in weekly garden and class lessons. Students after school are the main stewards of the garden.
A4: My biggest challenges is politicians trying to substitute their opinions for the work scientists and educators.
My biggest successes are educators using their "teacher voices" to advocate for accurate science #NGSSChat
Q4 The NGSS provide explicit connections to climate science - what are challenges and successes you’ve had in incorporating climate science into your practice? #NGSSchat
We also explored the balance between resource extraction and conservation through lens of the controversial Pebble Mine proposal in AK. https://t.co/0H3GahF92j#ngsschat
A4 One of the challenges is being age-appropriate. Exploring weather is climate literacy in elementary school and sets them up to understand climate change later on. Doom and gloom only creates ecophobia! #NGSSChat
A2 #NGSSchat fieldwork is a key component to our #pbl work @hightechhigh. With my K-5 Ss, we camp, hike, tidepool, conduct surveys, and get outside with local partners to make the most of our resources and biodiversity in San Diego!
This is so true and reminds me of the importance of supporting Ts and Scientist as we seek to understand our world and empower the next generation. @ScienceMarchDC just emailed urging folks to help protect @NASA climate research #ngsschathttps://t.co/l3g0zoFfci
A4: My biggest challenges is politicians trying to substitute their opinions for the work scientists and educators.
My biggest successes are educators using their "teacher voices" to advocate for accurate science #NGSSChat
Q4 The NGSS provide explicit connections to climate science - what are challenges and successes you’ve had in incorporating climate science into your practice? #NGSSchat
Q4 One of the big challenges in the elementary is developing an understanding of difference between what is climate and weather for all stakeholders (educators, parents, and students)
#NGSSchat
A4 One of the challenges is being age-appropriate. Exploring weather is climate literacy in elementary school and sets them up to understand climate change later on. Doom and gloom only creates ecophobia! #NGSSChat
Q5 Environmental phenomena have the power to connect students to their communities and increase interest in science and civic engagement. What environmental phenomena have you found to be particularly “juicy” to foster student engagement and overall learning? #NGSSChat
Q5 Environmental phenomena have the power to connect students to their communities and increase interest in science and civic engagement. What environmental phenomena have you found to be particularly “juicy” to foster student engagement and overall learning? #NGSSChat
Q4: My 1st grade daughter asked “what is global warming and how can I stop it?” B/c she’d read a book about the plight of penguins. I used it as basis for a climate change storyline starting w/making observations about why the ground is hot some places & cool in others #NGSSChat
A5: At the HS level, Ss have been super interested in investigating causes of the coyote populations moving out of local canyons and into neighborhood streets. This has led to looking at how to better care for canyon lands (and the people who live in/near them). #NGSSchat
Q4: My 1st grade daughter asked “what is global warming and how can I stop it?” B/c she’d read a book about the plight of penguins. I used it as basis for a climate change storyline starting w/making observations about why the ground is hot some places & cool in others #NGSSChat
A4: Biggest challenge is trying to make climate science relevant to Ss- difficult to discuss the drought for instance, when there’s water still coming out of the faucet. Ss aren’t directly affected- YET #ngsschat
Q4 The NGSS provide explicit connections to climate science - what are challenges and successes you’ve had in incorporating climate science into your practice? #NGSSchat
My students have been interested in the die off of bee populations. Bees are very important pollinators for many of the crops grown in our area. #NGSSChat
I like teaching students to teach others the differences. We build up to it over the year, but I enjoy playing the role of "the assuming adult" who doesn't know what's going on. #ngsschat
A5: At the HS level, Ss have been super interested in investigating causes of the coyote populations moving out of local canyons and into neighborhood streets. This has led to looking at how to better care for canyon lands (and the people who live in/near them). #NGSSchat
Q5 Funny you should ask this question. Today I met with the historical society. We are using the flood of 55 as a phenomena for designing solutions to natural hazards in 3rd Grade. This flood literally wiped out half the town. #NGSSchat
A5: A few of our MS Ts have partnered with the Rangers at our Regional Park to investigate how the Rangers protect the ecosystem and how the use of the parks affects the ecosystem (both positively and negatively). #NGSSchat
A5 gotta admit, my fav is the learning sequence @EarlyImplement is building on understanding white sharks - kids eventually understand humans had a positive influence on protecting vulnerable juveniles #NGSSChat (coming soon, I promise, we are just waiting on the EQuIP overlords)
Q5 I've used & ❤️ @ConcordDotOrg Water Science/Water Quality. All their units are free & have great data, @amplify units on biosphere collapse, engineering units on Tsumani Warning #NGSSchat
#ngsschat my students loved our climate science unit. I attempted to help them become literate on this topic and then challenged them to apply their understanding in a unit about energy. It was exciting to watch them grow in understanding and confidence!
A5: We've started developing a storyline around the anchor phenomenon of Lyme Disease moving West. This relates to climate science and gets you to ask questions about climate -- but it starts somehwere else. #NGSSchat
Our 3rd grade unit on ecosystem interactions, adaptation, and ecosystem change focuses on the phenomenon of disappearing bees in Missouri! I found out that urban areas can actually have more bee diversity than other areas. #ngsschat
#NGSSchat I have started putting together PD plan for my k-5 teachers that includes DCI support for this very reason! We are going to bundle related DCI’s on most complex content & do hands-on sessions to help teachers better understand the content AND how it spirals from K to 12
A5: As I mentioned earlier- I have introduced the challenges that mountain lions have ( and other urban carnivores) living in suburban and urban environments ( exposure to rodenticides, habitat fragmentation, etc) Ss love animals and this gets them pumped up #ngsschat
Q5 Environmental phenomena have the power to connect students to their communities and increase interest in science and civic engagement. What environmental phenomena have you found to be particularly “juicy” to foster student engagement and overall learning? #NGSSChat
I understand where you're coming from! Students want to be directly affected or connected to the phenomena so it can be tricky. Perhaps a simulation? #ngsschat
#ngsschat A5: there are a few givens to increase engagement with my students:
• current events (volcano, floods, new discoveries
• famous disasters
• anything that glows or eats other living things
• adaptations of organisms
Civics needs work. Mine focuses on garbage.
Q5 Environmental phenomena have the power to connect students to their communities and increase interest in science and civic engagement. What environmental phenomena have you found to be particularly “juicy” to foster student engagement and overall learning? #NGSSChat
A5: I’m really partial to pikas and was thrilled to see them included in a high school bio & earth science lesson cycle at the last #CANGSSrollout! #NGSSChat
#NGSSchat
A Q2
Using Inaturalist is an excellent way to bring students outdoors to record their observations. When looking at ecosystems, you can facilitate a discussion based on the things they observed.
A5: We've had some local issues come up that kids have been really interested in: sea star wasting disease, a whole bunch of pelagic red crabs washing up on the beach, the disappearance of kelp beds, red tides, etc. #NGSSChat
This site is great for students to explore how climate change will impact them. I usually have the students present the data from different case studies in groups of 2. Data on climate and...lobsters, comfy clothes, pumpkins etc... https://t.co/WaWCmI8MPp#ngsschat
A6: My favorite resources are my local non-formals. Aquariums, park rangers, estuaries, lagoon educators. They have such deep knowledge of the local environment and are great about sharing time to help me learn how to better connect their space to my content needs. #NGSSchat
I would recommend the CLEAN collection (Climate Literacy and Energy Awareness Network). There are a number of CLEAN resources among the Community Resources on the NGSS@NSTA Hub. #NGSSChat
I haven’t found a great one- we have looked at where our water comes from and discussed that our area has no direct water supply- then they think we can get water from the ocean and this leads into a desalinization discussion. Any suggestions for a better angle?? #ngsschat
A5: In 3rd grade, we've focused on disappearing bees in Missouri, as well as increased levels of flooding in the Midwest. Many Ss have been impacted by flooding in our area over the last few years. #ngsschat
Q5 Environmental phenomena have the power to connect students to their communities and increase interest in science and civic engagement. What environmental phenomena have you found to be particularly “juicy” to foster student engagement and overall learning? #NGSSChat
A5 we do a lesson with live worms and their reaction to moisture. When we’re finished we bring them outside and then discuss animals and issues they face like pet overpopulation and habitat loss etc. #ngsschat
A6: You might check out our Conservation and Science blog - it's not always about climate change, but it's always super cool! https://t.co/BxwBIksAjx#NGSSChat
#NGSSchat
A Q2 Part 2
Connecting to real world is such an important part of education, however connecting to their world is the pot of gold at the end of the rainbow. While field trips are helpful to explore other systems, it is great to begin with your own backyard.
A5 my @amplify units are heavy on literacy related to Seeds in Science, Roots in Reading, our grade reads novel Touching Spirit Bear, I bring in current event articles or video clips. #NGSSchat
It would be great for them to share info with experts from the field and younger stewards. This would be a great opportunity to talk about how you communicate information based on audiences. #NGSSChat
In reply to
@misterdaines, @hollybsteele, @RachaelManzer
A6: Check out https://t.co/F2dpokovHL for an Environmental Literacy Framework, communication strategies and connections to other EE networks such as Children and Nature. #NGSSchat
A6: Our MO Dept. of Conservation has done a great job of creating online field guides and stories. @NESTA_US always has fascinating data and pictures. Used to dig EPA, but you have to be careful now b/c they've unfortunately taken down a lot of information! #ngsschat
#NGSSChat A6:
For research and depth there's https://t.co/jjPOoDomIf and encyclopedia Britannica.
For current events and adaptations of news there is https://t.co/FOeBjkl2z0
Those, along with Why questions, are all launching areas for in-depth explorations in my classroom.
That’s a good idea. I really need to help them see the connection between the drought and our wildfires too- the Thomas Fire impacted us in several ways, but again, indirectly. #ngsschat
