With adoption and subsequent implementation of the Next Generation Science Standards in my state (Rhode Island was first to adopt- gulp!), I have taken the last few years to shift to three dimensional lessons that focus on conceptual learning. As I have gathered nuggets of information to help me with the transition in my own classroom, I have noticed that there is an increase resources available (some great, others meh) and new opportunities for professional learning, both online and face-to-face. While I appreciate my well-intentioned curriculum supervisor’s purchase of a kit that claims to be NGSS-aligned, I supplement their ‘canned’ lessons with more engaging ideas. I find lesson ideas and opportunities for professional learning in a variety of places, my top 3 favorites are here.

NGSS@NSTA Hub Recorded webinars, curated activities, and printable resources– Oh My! NSTA has trained 50+ educators on recognizing and critiquing lesson resources that potentially align to 3-dimensional standards. These trained curators have been working for a few years and have accumulated many reviews of resources that are free or reasonably priced that anyone can access at the Hub. The reviews are conveniently listed on the page with the performance expectation that they align to under the ‘Standards’ tab. It is important to carefully read the review that the curator has provided in order to be sure to use the resource in a manner that explicitly includes the three dimensions. The Hub also has pdf resources that educators can share with parents or use in professional learning to educate others about the shifts in science education. I have used these in my email updates to parents or to justify professional development time to administrators. NSTA regularly hosts webinars on specific topics related to implementing 3-dimensional standards. Some have a small cost and others are free. NSTA enlists the help of NGSS-gurus to deliver presentations that can be watched with colleagues or at home in your pajamas.

Twitter If you are not using Twitter, you are missing out! I have grown a sizeable Professional Learning Community (PLC) through twitter chats like #ngsschat (the 1st & 3rd Thursday evening of each month) and #NSTAchat (the 2nd Thursday of each month). I can discuss lesson ideas with colleagues (who may be located anywhere) as well as find or share lesson resources, assessment strategies, potential field trips, and intriguing videos. It is like having an infinite science department at my fingertips. When I find myself with a few minutes (waiting rooms, at the dmv) to kill, I scroll through items and read articles or bookmark sites that look useful. Don’t wait any longer, get the app or log on on your device today! Feel free to follow me @mrshigginsri and check out who I am following. You will find rockstar educators, NGSS writers, and newbie teachers supporting science education for all students through collaboration. You can participate in chats or just read through the posts to harvest ideas and resources. The sharing is endless!

Stemteachingtools.org This is an ever-growing treasure-trove of “tools” that address issues that arise while teaching science. Phil Bell and a host of other science education researchers have developed the tools to “leverage the best knowledge from research and practice” on that specific topic. I have used tools to improve engagement during class discussion, be more explicit with questioning strategies that focus on a specific cross cutting concept, as well as find new ways to formatively assess students. Many tools would be excellent discussion starters for face-to-face professional learning in a science department. PD Modules on the site include presentation materials that would be ideal for in-service days or district workshops. Everytime I visit the site there are new items added and the developers invite educators to submit potential topics for future tools.

While these are my favorite places to find inspiration for teaching in an age of 3-D lessons, there are many other site I visit and find nuggets. Phet simulations, PBS Learning Media, and HHMI Biointeractive all have engaging media that can incorporated into lessons and activities. If you are looking for engaging phenomena to turn on the wonder in your students, sciencephenomena.com and ngssphenomena.com are packed with ideas. Lastly, I would be remiss if I did not mention the epicenter of 3-dimensional instruction. Nextgenscience.org has sample lessons and assessments that are being supplemented by peer-reviewed materials. Everytime I visit, I find new resources have been included.

The shift to 3-dimensional standards is not easy. Four years ago, I began this journey and I am still learning. As with any learning endeavor, I am finding that the challenge is worth the outcome. Everyday, my students conversations grow deeper and I see them engaging with the material like they never did before. Their arguments are supported by evidence and they develop questions about a range of topics. Even though there have been moments that I have felt like a new teacher, I see the benefit of this shift and find that the change is worth the effort.

Get more involved with NSTA!

Join NSTA today and receive Science Scope, the peer-reviewed journal just for middle school teachers; connect on the middle level science teaching list (members can sign up on the list server); or consider joining your peers for Meet Me in the Middle Day (MMITM) at the National Conference on Science Education in Atlanta in the spring of 2018.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

2018 National Conference

• Atlanta, March 15–18

NGSS Workshops

• Dive Into Three-Dimensional Instruction in Atlanta, March 14–15

2018 STEM Forum & Expo, hosted by NSTA

• Philadelphia July 11–13

2018 Area Conferences

• Reno, October 11–13
• National Harbor (MD), November 15–17
• Charlotte, Nov. 29-Dec. 1

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Recently, state science teachers associations in four states that had adopted the Next Generation Science Standards (NGSS)—California, Nevada, Oregon, and Washington—worked together to address the critical role that review and selection of high-quality instructional materials will play in successfully implementing the NGSS. Inspired by learnings from “pioneering” teachers who have been on the forefront of early implementation, as well as learnings from other recent adoption processes, the four states produced the white paper Priority Features of NGSS-Aligned Instructional Materials. The paper is intended to be an information tool for organizations producing instructional materials, as well as a resource to aid states and districts in selecting the highest-quality instructional materials possible to support NGSS implementation.

To fulfill the expectations envisioned in the NGSS with full engagement of students in science, the paper recommends that the following aspects must be incorporated into instructional materials:

• Three-Dimensional Learning
• Phenomena and Problems
• Students Engagement and Sense-Making
• Assessment Systems
• Integrated Science
• Support for Analysis of Data and Mathematics and Computational Thinking
• NGSS Shifts for Educative Curriculum 

This project was unprecedented. A 16-member committee from four states collaborated to establish a vision for instructional materials. For the first time, the state science teachers’ associations of these four western states joined forces to advocate for their members and students. The process was dynamic and offered a wonderful opportunity for each organization to share expertise and ideas about what is needed to fulfill the vision of NGSS implementation. As the paper transformed from a memo to a professional white paper, each member of the collaborative team learned about and increased their knowledge of the Framework for K–12 Science Education (NRC 2012), as well as other research, aspects of three-dimensional learning, phenomena and problems, student engagement and sense-making, assessment systems, and other relevant topics.

The process of producing this paper was enlightening for our associations in another important way: We realized science teacher associations have the ability to play a strong leadership role. Understanding the importance of this work, the team leveraged the potential power of collaborating with their partner organizations as contributors to further the work. It is through such collaboration that we have a larger voice. By having four NGSS states and several other entities sign on to the white paper, we now have a greater opportunity to influence those that want their products in our states.  

Additionally, this work is being used to help guide government agencies in our states that are in charge of reviewing and making recommendations, to help their staff understand what is important in today’s science classroom. This collaboration and the reach of its influence are powerful. If we, as state science teacher associations, want to create a culture of science, we must gather strength through such collaborative efforts to create consistent messaging for stakeholders.

We are hopeful about the change that this paper has the potential to effect in the near future. As educators, we know how time-consuming and challenging it is to create lessons and learning sequences aligned to the NGSS. Our teachers really need instructional materials that fulfill the full vision of the NGSS. Even more important, access to high-quality instructional materials that include the priority features identified in the white paper will help schools and teachers ensure that all students are prepared for success in college and career, and promote meaningful changes to the STEM workforce, bridging the existing equity divide to embrace the creativity and ingenuity of people from all backgrounds.

Our white paper, Priority Features of NGSS-Aligned Instructional Materials, can be found on our respective websites:

California: http://cascience.org/ngss/instructional-materials

Nevada: http://www.nvscience.org/articles/priority-features-of-ngss-aligned-instructional-materials/

Oregon: http://www.oregonscience.org/NGSS@OSTA/

Washington: https://wsta.wildapricot.org/ngss

Dana Brennan

Dara Brennan is president of the Oregon Science Teachers Association and STEM Teacher on Special Assignment for Springfield School District.

Andy Boyd

Andy Boyd is president of the Washington Science Teachers Association and Math and Science Specialist for North Central Educational Service District.

Jill Grace

Jill Grace is president of the California Science Teachers Association and a regional director with the K–12 Alliance at WestEd.

Bret Sibley is president of the Nevada State Science Teachers Association and Science Regional Trainer for the Southern Nevada Regional Professional Development Program.

This article was featured in the January issue of Next Gen Navigator, a monthly e-newsletter from NSTA delivering information, insights, resources, and professional learning opportunities for science educators by science educators on the Next Generation Science Standards and three-dimensional instruction. Click here to access the archive of issues and to sign up to receive the Navigator every month.

Visit NSTA’s NGSS@NSTA Hub for hundreds of vetted classroom resources, professional learning opportunities, publications, ebooks and more; connect with your teacher colleagues on the NGSS listservs (members can sign up here); and join us for discussions around NGSS at an upcoming conference.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

Future NSTA Conferences

National Conference

• Atlanta: March 15–18, 2018

2017 Fall Conferences

• Reno: Oct. 11–13, 2018
• National Harbor (MD): Nov. 15–17, 2018
• Charlotte: Nov. 29–Dec. 1, 2018

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Amid controversy and conversations around immigration, the Deferred Action for Childhood Arrivals program, budget caps, children’s health insurance, and more, federal lawmakers could not come to an agreement on final spending for FY 2018 federal programs and the federal government shut down at midnight on January 20. 

On Monday January 22, the Senate voted to fund the government through Feb 8, with Senate Democrats insisting that talks over immigration will continue over the next few weeks. The House is expected to approve this short term extension, which will end the government shutdown after three days.

Discussions to lift the caps on discretionary spending levels are also occurring, but reports indicate that Congressional leaders cannot come to a resolution about balancing spending for defense with spending for nondefense programs, which include education. Any agreement to lift the spending caps for nondiscretionary programs would be beneficial to funding for science and STEM education under ESSA. Stay tuned.

Update on Every Student Succeeds Act

The Department of Education is wrapping up its review of the state ESSA plans, and both Democrats and Republicans are concerned about the substance in the state plans and with the process states have adopted in creating their state plans.

The feedback from ED has some Republicans pushing back because they see too much federal intervention, and they want to ensure that states have the flexibility they need with ESSA. 

Many Democrats are arguing that the plans do not go far enough in addressing equity issues. Earlier in December, Senator Patty Murray publicly called out Secretary DeVos and the Department of Education, saying that state plans were ignoring ESSA requirements to identify three distinct categories of schools for improvement: the bottom 5 percent of schools, all schools where one subgroup of students are consistently underperforming, and schools where any subgroup is performing as poorly as the bottom 5 percent.

On January 17 DeVos approved state ESSA plans for these states: Arkansas, Maryland, Missouri, New York, Ohio, Pennsylvania, Puerto Rico, South Dakota, Washington, Wisconsin and Wyoming. As of January 17 the Education Department has approved the plans for 27 states, D.C. and Puerto Rico.

New ECS Report Shows Science Achievement in 22 State ESSA Accountability Plans

A new report from the Education Commission of the States titled, 50-State Comparison: States’ School Accountability Systems provides a national overview of current state accountability systems proposed under ESSA.

ESSA requires states to select at least one indicator of school quality or student success (SQSS) for each grade span (elementary and middle level and high school). According to the ECS study of the state plans submitted, 22  states do plan to use a science as a proficiency/progress measure.

The 22 states that plan to use a science proficiency/progress measure include: Arkansas, Colorado, Connecticut, Delaware,  Florida, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, Mississippi, Montana, Nevada, New Mexico, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Utah, Vermont, and Virginia.

Find out more what’s in your state accountability plan in this easy to read chart.

The Alliance for Excellent Education also has a great resource on state ESSA Equity Dashboards here.

Senate Likely to Address the Higher Education Act this Year

The Senate is moving toward reauthorizing the Higher Education Act of 1965 (HEA) this year, the nation’s primary law for postsecondary education.

As you will recall last December the House of Representatives’ Committee on Education and the Workforce approved H.R. 4508, titled the Promoting Real Opportunity, Success, and Prosperity through Education Reform Act (the “PROSPER Act” or “House bill”). More here.

The Senate education committee held a hearing on the federal financial aid system, but has yet to release its proposals for HEA.

2017 STEM Bills Passed

Congress concluded its 2017 session by passing three STEM education bills:

The “STEM Research and Education Effectiveness and Transparency Act,” would direct NSF to assess the effectiveness of its efforts to broaden participation of underrepresented groups in STEM fields and require federal science agencies to submit annually to NSF demographic information on all of their R&D grant applicants.

The “Women in Aerospace Education Act” would direct NASA to implement policies that promote the recruitment of women and individuals in underrepresented groups for internships and fellowships in the aerospace sector, while the “Supporting Veterans in STEM Careers Act” would establish a new interagency committee within the White House Office Science and Technology Policy focused on promoting STEM education for veterans and military families.

Department of ED Seeking School Ambassadors

The application for the Department of Education’s 2018-19 School Ambassador Fellowship Program is now open. The program allows educators to share their expertise with the Department and expand their knowledge of and participation in the national dialogue on education.  In turn, ED’s Fellows facilitate the learning and input of other educators both nationally and in the communities they serve.  Applicants may choose to apply as Washington Fellows—a full-time appointment where Fellows are based in-residence at the agency’s headquarters in Washington, D.C., or as Campus Fellows—a part-time appointment where Fellows collaborate with the agency while maintaining their regular school responsibilities in their home communities.  The application closes January 31 at 5:00 p.m., Eastern time. More here.

NSB Releases Science and Engineering Indicators

The National Science Board has released the “Science and Engineering Indicators 2018.” The report includes information on science, technology, engineering, and mathematics (STEM) education at all levels; the scientific and engineering workforce; U.S. and international research and development performance; U.S. competitiveness in high-technology industries; and public attitudes and understanding of S&E. The report synthesizes several key indicators of the strength of U.S. science and technology in an “Overview of the State of the U.S. S&E Enterprise in a Global Context.” Indicators 2018 also includes an interactive, online tool that enables state comparisons on a variety of S&E indicators. More here.

Stay tuned, and watch for more updates in future issues of NSTA Express.

Jodi Peterson is the Assistant Executive Director of Communication, Legislative & Public Affairs for the National Science Teachers Association (NSTA) and Chair of the STEM Education Coalition. Reach her via e-mail at jpeterson@nsta.org or via Twitter at @stemedadvocate.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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Ricky Arnold. Photo credit: NASA

By Ricky Arnold
An unexpected thunderstorm during my ninth-grade Earth science class led me to an equally unexpected career in science, technology, engineering, and mathematics (STEM) education, and then to NASA.

It was a pretty typical classroom: alphabetically-paired students working at black lab tables and the teacher managing a multitude of tasks at a large multi-functional table that spanned the front of the room. To the right of the blackboard was the dreaded green erasable weather map on which each student spent a week nervously forecasting the daily weather (each of us hoping for five days of blessed, predictable high pressure). One day, following a forecast assuring absolutely no chance of rain, we moved on to the seemingly less-than-dynamic topic of rock formation.

As my teacher guided us through our rock specimens and gleefully pointed out the feldspar, quartz, and mica indicative of a granitic rock, the sky darkened in the windows just behind my desk. A brilliant flash of lightning was immediately followed by a jarring clap of thunder. Most of us jumped.

Mr. Replane instantly let a beautiful piece of granite fall to the floor and was scavenging some stopwatches from the bowels of a nearby cabinet. Within minutes, he had us calculating the distance of the lightning strikes from the window where we now pressed our faces. The math confirmed what we all suspected: Some of the lightning struck very near the baseball fields right behind our classroom.

I was just a typical teen at the time, completely oblivious to the fact that someone had managed to sneak a combined algebra/physics/meteorology exercise by me because I—like the rest of my class —was too caught up in the excitement to notice. However, the single most excited person in that classroom was without a doubt my teacher. His enthusiasm for learning still motivates me and certainly inspired my time in the classroom. Where else was I going to find a job in which I got paid to learn?

In addition, I was learning alongside some of the most inquisitive and open minds that human beings have to offer—middle schoolers. As a teacher, I strove to capture the spirit of wide-eyed discovery that Mr. Replane shared with me at Samuel Ogle Junior High School. I hope I passed that along to some of the students whom I had the honor to teach.

I know this may sound like a selfish rationale for becoming a STEM teacher, but I also had more strategic reasons for becoming a STEM teacher.

First, STEM is where the jobs are. If I want to give a kid a hand up or push forward, I can offer no better tool than the opportunity to enter a field in which dynamic and well-paying jobs can be found. Additionally, for those wishing to explore this career field further, NASA and many big engineering companies offer exciting internships in which students work side-by-side with scientists, engineers, and researchers on real projects that help us understand the complexities of spaceflight and aviation.

Second, but equally important, the only way we are going to address the very real issues that this planet is collectively facing is with a scientifically literate public. Sadly, this is a very real problem in the country that landed the first humans on the Moon. The only way to address it is through education.

Despite the constraints of curriculum, seemingly endless paperwork, and real hardships many kids face daily, as teachers we have the very unique privilege to share with our students our passion for STEM fields. As I and many of Mr. Replane’s other former students can attest, nothing is more contagious than a teacher’s enthusiasm for what he/she is doing. This spark, once lit, is the mechanism with which we can help our students develop the critically needed tools required for economic empowerment and enlightened civic involvement. This is why teaching STEM is so critical, and so special.

Meanwhile, I need to return to studying the communication system on the International Space Station, and I still have a lot to learn. Thankfully, learning has been my joy, not a job.

Mr. Replane, if you happen to read this, e-mail your phone number to Jsc-stemonstation@mail.nasa.gov, and I’ll call you from space to thank you. The STEM career that you and many other teachers inspired me to pursue has taken me to some pretty remarkable places.

Ricky Arnold was a middle and high school science and mathematics teacher for 15 years. He joined NASA in 2004 and has conducted research both undersea, underground, and in outer space. He is scheduled to return to the International Space Station in March 2018. With Arnold’s mission and that of astronaut and former teacher Joe Acaba before it, NASA is celebrating a “Year of Education on Station,” with an unprecedented number of educational outreach activities and resources available. Visit https://goo.gl/KXnyiB to learn more about this unique opportunity to stimulate students’ interest in STEM subjects.

This article originally appeared in the January 2018 issue of NSTA Reports, the member newspaper of the National Science Teachers Association. Each month, NSTA members receive NSTA Reports, featuring news on science education, the association, and more. Not a member? Learn how NSTA can help you become the best science teacher you can be.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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I’ve been considering adding some live animals to my classroom for my students to study. What should I consider before taking the leap?
—K., Washington

Live animals definitely make science real and much more interesting than pictures, books, or videos can. You can always find a use for them when teaching the nature of science standards and often in disciplinary core ideas. Here are some things you should consider before using animals in your classroom:

First, learn your district and regional laws and guidelines for collecting, importing, transporting, and using wild and tame animals. Read NSTA’s position statement, Responsible Use of Live Animals and Dissection in the Science Classroom at https://goo.gl/b4HMcW.

Practical considerations:

• Will you be able to afford and manage caring for them?
• What contingencies do you have if they escape?
• What care will they need over the weekends?
• Will you take them home or come into the school, allow students to take them home or will custodians volunteer to care for them over breaks? (I gave nice gifts to custodial staff who did this for me.)
• What species will you get? Do you buy them or capture them from the wild?

Of course, there are many animals you can bring into the classroom. I have experience in a few species which I will list below. Ask for details about their care if you’re interested.

Very easy care:
Darkling Beetles (mealworms and superworms), flour beetles, isopods (sowbugs/pillbugs)

Easy care:
Stick insects (Carausius morosus), protozoans, hydra, snails, amphipods (sideswimmers/scuds) and a few other aquatic arthropods

Medium care:
Butterflies, moths, freshwater fish, geckos, ant colonies

Difficult:
Marine fish, anoles

Hope this helps!

Photo Credit:  Anna Frodesiak (Own work), via Wikimedia Commons

There are a surprising number of so-called “Pocket Microscopes” available today. I even remember pocket microscopes advertised in the pages of comic books back when I was a kid. And at that time, comic books were not targeting adult readers. There were pocket telescopes as well, and combination pocket microscopes and telescopes. Also radio-pens, X-Ray glasses, a nuclear submarine (for only $6.98) and of course Sea Monkeys.

What has changed with today’s pocket microscopes is three-fold. First, our optical expectations have increased meaning if the magnified image is not razor-sharp, we’ll keep looking (pardon the pun).

Second, the advent of LED lighting makes anything worth illuminating worth illuminating. So any pocket microscope worth its sodium chloride must have an efficient and effective illumination system. And third, the micro optical microscope must be affordable. 

Some would add a fourth dimension in that the optics of the pocket microscope must dovetail with the technology of the present, usually the smartphone camera.

In the case of the Carson MicroMini 20x Pocket Microscope, all conditions are met, and the price makes a classroom set within financial reach. 

I have always had an affinity for small magnifying optics, and  enjoy putting them in the hands of students because even the most basic and low power magnifiers are magical windows into a whole universe right in front of them. An optical problem arises when the magnification goes up because the the depth of field thins and the more light is needed for the same visual brightness as a lower magnification.

Further, the quality of the optics play a larger roll as the magnification increases. Most traditional looking magnification glasses are about 2x. Smaller ones, maybe 5x. Jeweler’s loupes, those cute little metal-cased lenses often worn around the neck, are usually 10x, and some in the same form factor but smaller reach out to 20x. Using a loupe requires a practiced dance between holding the tool a centimeter from one’s eyeball and balancing the object’s distance from the loupe and the loupe from your eye in order to focus. It truly is a skill.

So handing a 20x magnifier to a student does not instantly cause scientific enthusiasm. Instead, the use of the magnifier is a chore that has little immediate return. However, if the 20x magnifier could be placed directly on the subject allowing a flush focus, and a bright light illuminates the subject causing a deeper depth of focus and contrast, the wonderful world of the microscopic is now easily accessible.

The Carson MicroMini 20x Pocket Microscope is a small package not much bigger or smaller than a ping pong ball. The feature-filled Carson 20x Pocket Microscope has an eyepiece, focus wheel, objective lens, LED white light, and LED UV light. There is also a keyring chain. At first I used the keyring to hold onto the scope, but found that a little cumbersome so I removed it.

The surface of the Carson MicroMini 20x Pocket Microscope is a little slippery so I attached a little texture tape to the grip surface. That tape also solved another thing I noticed in that I routinely pushed the UV light button by accident. While those modifications certainly are not needed, it does make a noticeable difference.

A large ribbed focus wheel covers much of one side of the Carson MicroMini 20x Pocket Microscope allowing a full 260 degrees of its circle. This access to the focus wheel provides ease of use from many different hand positions, and the low friction spin of the wheel keeps the Carson MicroMini 20x Pocket Microscope on target as fine adjustments are made. The focus is designed for flush viewing with the Carson MicroMini 20x Pocket Microscope on or against the subject to be viewed. If the subject is an irregular 3-D shape, some finesse will be needed both acquire and retain focus.

The field of view of the Carson MicroMini 20x Pocket Microscope is about six millimeters across. The focusing is designed to maximize a flat field with the magnifiers base flush with the subject so turning the wheel is a fine focus of that plane. It does not allow for using the Carson MicroMini 20x Pocket Microscope above or away from the subject.

The Carson MicroMini 20x Pocket Microscope works well in tandem with a smartphone camera. The flush focus aspect of the Carson MicroMini 20x Pocket Microscope keeps the system stable, and by adding a little zoom to the camera, you can fill up the frame with what the Carson MicroMini 20x Pocket Microscope sees.

Three battery-powered lighting options are possible with the Carson MicroMini 20x Pocket Microscope. A near-lens white LED, an offset white LED and an offset ultraviolet LED. Most lighting will be with then near-lens LED. It provides the most and most direct lighting. However sometimes it is too much, especially on reflective subjects, or where some shadow texture is needed. But mostly the second light makes a good short-range general purpose flashlight. And the UV light adds another visual dimension to those things that glow under ultraviolet which as Sciencenotes.org points out, is quite a few things.

The Carson MicroMini 20x Pocket Microscope is a great magnification solution for the classroom and field, as well as adding microscopic superpowers to a smartphone. The Carson MicroMini 20x Pocket Microscope comes in three colors, weighs about one ounce (~30 grams), and sells for $13 which is a dollar less than a pair of nuclear submarines! 

This week in education news, new report says NAEP’s ‘proficiency’ term is misleading; Ed Tech companies should hire teachers; the greatest influencers on the career ambitions of children are television, movies, and YouTube; children make fantastic citizen scientists; the nation’s educational performance earns a grade of C from Quality Counts 2018; National Science Board releases new science & engineering indicators; and Bill Nye will attend this year’s State of the Union address as guest of Rep. Jim Bridenstine.

Report Says NAEP’s ‘Proficiency’ Term Is Misleading

If 4th-graders in other countries took the National Assessment of Educational Progress (NAEP) test in reading, less than a majority would reach the “proficient” level according to a new report, which suggests that NAEP’s benchmarks are misleading and leaving Americans with a false narrative about U.S. student performance. Read the brief featured in Education DIVE.

Why Ed Tech Companies Should Hire Educators

With the rise of new edtech companies, the competition to succeed in the industry grows each year. In 2016, the industry raised over 1 billion dollars. Staying ahead of the game and focusing on ways to outperform the competition is necessary for startups to stay alive. However, many companies are ignoring a valuable resource which they need for continued success. What is this untapped reservoir? The answer you might not expect is teachers. Read the article featured in The Edvocate.

Teaching STEM And Programming—No Experience Needed

It’s no secret that when it comes to international comparative examinations in math and science, Singapore is a top achiever. But what leads to their success? Alexander Kmicikewycz, Math and Science Teacher at Gwendolyn Brooks College Prep, shares what he learned through the Fulbright Distinguished Award in Teaching program. Read the article featured in Education Week.

YouTube Is Shaping Your Child’s Career Ambitions More Than You Are

The greatest influence on the career ambitions of today’s children isn’t their teachers, parents, books, or even self-discovered passions. Instead, their ambitions are being primarily shaped by television, movies, and YouTube. Read the article featured in Fast Company.

Kids Make Great Citizen Scientists

Citizen scientists can help trained scientists gather data from all over the world — even from space. They can provide new ideas and new ways of thinking. Kids often make great citizen scientists because they tend to be curious and good at following precise directions. Sometimes they’re even better at these things than adults. And schools are convenient places for scientists to recruit big groups of helpers. As a bonus, citizen science often gets kids more excited about science. Read the article featured in Science News For Students.

Nation’s Schools Stuck In ‘Average’ Range On Annual Report Card

As a new presidential administration nears the close of its first year in office and educators across the country grapple with the challenges and opportunities in implementing the Every Student Succeeds Act, the nation’s educational performance earns a grade of C from Quality Counts 2018, the 22nd annual report card issued by the Education Week Research Center. The nation’s score of 74.5 is about the same as last year, when it posted a 74.2, also a C grade—continuing years of flat performance noted in the annual report, which weighs a host of academic, fiscal, and socioeconomic factors. Read the article featured in Education Week.

A Look At Science & Engineering Indicators

The results of a federally mandated math and science data collection paint a wide-reaching picture of the state of science and science education in America: K-12 performance in science continues to be middling, and other powerful countries graduate a higher proportion of undergraduates with degrees in those subjects. But on the bright side, Americans still hold a high opinion of science and scientists generally. Read the article featured in Education Week.

House Republican To Bring Bill Nye To Trump’s State Of The Union

Celebrated children’s TV show host and outspoken environmentalist Bill Nye “The Science Guy” will attend this year’s State of the Union address in Washington, D.C., as guest of Rep. Jim Bridenstine (R-Okla.). Bridenstine’s pick of Nye may also be sending a message about his own ambitions. The congressman is Trump’s nominee to head NASA. Bridenstine’s nomination was sent after a narrow committee vote to the full Senate in the fall, but a vote has not yet occurred. Read the article featured in The Hill.

Stay tuned for next week’s top education news stories.

The Communication, Legislative & Public Affairs (CLPA) team strives to keep NSTA members, teachers, science education leaders, and the general public informed about NSTA programs, products, and services and key science education issues and legislation. In the association’s role as the national voice for science education, its CLPA team actively promotes NSTA’s positions on science education issues and communicates key NSTA messages to essential audiences.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

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The science teacher must be prepared to clean up minor spills that may occur in the lab and know how to proceed in the event of a major spill. A proper response could prevent major disruptions to science laboratory operations, damage to laboratory equipment, and serious bodily harm. If a spill is serious, students may be required to evacuate the lab, and spills could discharge into the atmosphere, sewer system, and surrounding soil or surface water. If handled properly, however, a chemical spill can be nothing more than a nuisance.

Causes of chemical spills

There are a number of factors that can result in chemical spills in science labs, including:

• overfilling of waste containers;
• storing hazardous chemicals in inappropriate locations (e.g., in cabinets or counter tops);
• storing chemicals that have deteriorated over time (e.g., peroxides becoming explosive);
• mixing incompatible waste or containers in the lab or prep room;
• inappropriately labeled containers;
• people not paying attention to what they are doing;
• chemicals inadvertently dropped on the floor or counter top; and
• inappropriate or incomplete cleanup.

Assessing the situation

When preparing for chemical spills, determine the hazard class of all the chemicals to be used during laboratory work. Of most concern are chemicals that are flammable, corrosive, toxic, and reactive to air or water.

If a chemical spill occurs, don’t panic. First, have staff and students move far away from the area while you assess the situation and determine the appropriate response. Try to determine the identity of the spilled substance using the Safety Data Sheet (SDS)—specifically, sections II (Hazard Identification), IV (First Aid Measures), V (Fire-Fighting Measure), VI (Accidental Release Measures), and VIII (Exposure Control/Personal Protection). When evaluating the chemical spill, consider:

• the spill hazards and resulting risks (e.g., volatile vapors, flammable, toxic, water or air reactive, ignition sources, oxidizers).
• the chemical volume in the spill (i.e., simple or complex spill).
• the potential impact of the spill (e.g., toxic vapors after cleaning, damage of the equipment).
• the severity of the spill (i.e., major vs. minor spill).
• the appropriate personal protective equipment such as eye protection, protective gloves, and lab coat or apron.

Minor spills vs. major spills

Minor spills can be handled by the science teacher in a safer manner. A spill kit can be used to clean up minor spills. Spill kits can be purchased from commercial chemical supply companies such as Flinn Scientific (see Resources for information about the contents of spill kits). To address a minor spill:

• immediately alert lab occupants and evacuate the area, if necessary.
• close the lab door and increase ventilation through fume hoods. Windows should be opened.
• don personal protective equipment, as appropriate to the hazards.
• try to control the spread of the liquid.
• place a dike from the spill kit around the outside edges of the spill.
• use absorbent materials such as vermiculite, cat litter, or spill pillows.
• prevent the spread of dust and vapors.
• immediately remove contaminated clothing and flush the skin with water for no less than 15 minutes.
• protect floor drains for environmental release by covering them up or placing a protective dike around them.
• distribute loose spill control materials, such as kitty litter and sand, over the entire spill area, working from the outside in.
• use brush and scoop to place materials in an appropriate container.
• place a hazardous waste sticker, identifying the material as Spill Debris involving the chemical, onto the container.
• decontaminate the lab using a mild detergent and water.
• notify chief building administrator, science supervisor, and chemical hygiene officer.
• complete an accident report, if required.

The science teacher will not be able to handle major spills. During a major spill, a fire or chemical reaction is ongoing, medical attention could be required if a lab occupant experiences a physical injury, and the spill contains dangerous or unknown chemical components. To address a major spill:

• immediately notify students and other occupants in the lab.
• immediately evacuate the site, if necessary.
• shut off gas, fume hood, and other equipment, if possible.
• activate the fire alarm.
• secure medical assistance, if necessary (e.g., school nurse).
• consult with first responders (e.g., fire, police).
• try to assess what caused the spill.
• notify chief building administrator/science supervisor and Chemical Hygiene Officer.
• complete an accident report.

Responding to safety issues with chemicals

If chemicals touch the skin or clothing:

• immediately flush skin with water for no less than 15 minutes (eyewash/shower).
• quickly remove all contaminated clothing or jewelry while rinsing.
• use caution when removing pullover shirts or sweaters to prevent contamination of the eyes.
• check the SDS to determine if chemicals have delayed effects.
• discard contaminated clothing or launder them separately from other clothing. Leather garments or accessories cannot be decontaminated and should be discarded.
• do not use solvents to wash skin.
• (for flammable solids on skin) brush off as much of the solid as possible, then proceed as described above.
• fill out an accident report.

If chemicals get into the eyes:

• immediately flush eye(s) with water for at least 15 minutes using an eyewash station. Hold the eyes open to wash, and the eyeballs must be rotated to rinse the surface area. If an eyewash station is not available, pour water on the eye, rinsing from the nose outward, to avoid contamination of the unaffected eye.
• remove contact lenses while rinsing.
• seek medical attention regardless of the severity. Explain carefully what chemicals were involved. If easily accessible, bring an SDS.
• fill out an accident report.

If chemicals are inhaled:

• close containers, open windows, or otherwise increase ventilation, and move to fresh air.
• seek medical attention if symptoms such as headaches, nose or throat irritation, dizziness, or drowsiness persist. Explain carefully what chemicals were involved.
• review the SDS to determine how the chemicals affect your health, including delayed effects.
• fill out an accident report.

If chemicals are accidentally ingested:

• contact the school nurse.
• immediately call the Poison Control Center at 800-222-1222 for expert advice.
• do not induce vomiting unless directed to do so by the school nurse or Poison Control Center personnel.

In the end

Anyone involved in the cleanup must be supplied appropriate personal protective equipment (PPE) before addressing the spill. The teacher overseeing the spill has must be sure to provide appropriate PPE to avoid legal trouble under Duty of Care expectations should someone get injured during the spill.

To help prevent and prepare for future chemical spills, all chemical hazard incidents should be investigated and reviewed by chemical hygiene officer/safety compliance officer. And finally, any employees working in the lab must have safety training, including spill cleanup procedures. It also helps to better protect the science teacher and school from potential litigation.

Resources

Guide for Chemical Spill Response Planning in Laboratories—
www.acs.org/content/acs/en/about/governance/committees/chemicalsafety/publications/guide-for-chemical-spill-response.html

Chemical spill procedures—
https://ehs.princeton.edu/chemical/spill/procedures

Spill kit contents— www.sc.edu/ehs/Safety%20Sheets/Chemical%20Spill%20Kit%20Contents.pdf

Submit questions regarding safety in K–12 to Ken Roy at safesci@sbcglobal.net, or leave him a comment below. Follow Ken Roy on Twitter: @drroysafersci.

NSTA resources and safety issue papers
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NSTA is headed to Atlanta for our 2018 National Conference on Science Education, March 15-18, and we have incredible things in store for elementary teachers!

The first thing you’ll want to put on your schedule is the Elementary Extravaganza on Friday, March 16. Here’s video from a recent extravaganza, and this year’s promises to be just as exciting.

Cultivate Curiosity

Make time for the Mary C. McCurdy Lecture: Cultivating Every Child’s Curiosity in the Natural World, taking place Thursday, March 15, 2:00–3:00 PM, in the Georgia World Congress Center, B309.

Young children are naturally curious about how the world works and are capable of sophisticated thinking and reasoning. In the age of an ambitious framework and the Next Generation Science Standards, there is a compelling focus on young children—nurturing their wonder about phenomena and equipping them to engage in scientific discourse and practices for investigating the natural world. Presenter Carla Zembal-Saul (professor of science education and the Kahn Professor of STEM Education at Penn State University) will share the approaches that elementary teachers are using to leverage children’s natural curiosity in early grades to support three-dimensional learning in science. Special attention will be given to approaches intended to engage English language learners.

Sink Your Teeth Into These Sessions

Just a few of the sessions we can’t wait to join:

• Georgia Science Innovation Exposition Share-a-Thon
• Connecting Makerspaces to the NGSS and CCSS
• The Virtual Vet: Elementary Learners (Grades 3–5) as Scientists in a Serious Educational Game
• Use Science, Coding, and Robotics in the Elementary Classroom to Solve Real-World Problems
• Bird Enthusiasts Engineer Mindful Science
• Train Like an Astronaut with STEM
• Butterfly Gardening Using Native Plants
• NSTA Press® Session: EUREKA! Grade 3–5 Science Activities and Stories
• CSSS-Sponsored Session: Supporting Language and Literacy Through 3-D Science Instruction in Early Grades
• Fake News! Helping Students Understand the Process of Science
• iPads to Support Literacy in Science
• Science on the Go: Using Museum Resources to Support Place-Based Learning
• CESI-Sponsored Session: Transforming and Creating “Predict, Observe, Explain” Sequences for Lower Elementary Science
• Failure Is NOT an Option—It’s Required
• Fun Weird Science Phenomena
• NARST-Sponsored Session: Investigating and Designing Paper Airplanes
• Science at the Dollar Store: 2018 Version!
• Integrating Crosscutting Concepts and Math Using NSTA Recommended Trade Books
• Underrepresented Groups in Educational Science Comics
• Paul F-Brandwein Lecture: Citizen Science: How Ordinary People Are Changing the Face of Discovery

More About the 2018 National Conference on Science Education

Browse the program preview, or check out more sessions and other events with the Atlanta Session Browser/Personal Scheduler. Follow all our conference tweets using #NSTA18, and if you tweet, please feel free to tag us @NSTA so we see it! Need to request funding or time off? Download this letter of support.

The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.

• 2018 National Conference

  • Atlanta, March 15–18

  “Dive into Three-Dimensional Instruction” Workshops

  • Atlanta, March 14–15, 2018

  2018 STEM Forum & Expo

  • Philadelphia, July 11–13

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