August 2013 STATellite

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Calendar

Presidents Message

CAST 2013

Call for AwardNominations

The ADHDs

Shifting Current

Lab Activities

A Framework forK-12 Science

CAST ElementarySTEM Spectacular

Cultivating CriticalThinkers

TAEE AwardNominations

STAT Contacts

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!

Volume 57, Number 3 August 2013

Inside:

TheOfcial Newsletter of the Science Teachers Association of Texas


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About UsWe are STAT, the Science Teachers Association of Texas.

STAT is commied to the enhancement of the teaching of science in Texas at all levelsand in all science disciplines.

For STAT Position Statements, go to: http://www.statweb.org/positions

STAT is:o A statewide organization of elementary, middle level, and high school

teachers, college educators, supervisors of science, and others dedicated tomaintaining the highest levels of science and education in our schools.

o A chapter of the National Science Teachers Associationo Visit the NSTA site

STAT seeks to:o Serve as a unied 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 associationsin the promotion of teaching of science.

History:STAT, Science Teachers Association of Texas, was formally organized in 1957 duringthe 4th Annual Conference for the Advancement of Science & Mathematics Teaching(CASMT). STAT membership is now more than 7,000 strong!
http://www.statweb.org/positionshttp://www.nsta.org/http://www.nsta.org/http://www.statweb.org/positions


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Calendar

Presidents Message

CAST TOUR 2013Teacher Awards Program

The Aero-Dynamic Heli-Device (ADHD)

Shifting Current Lab Activities

A Framework for K-12 Science PracticesCAST Elementary STEM Spectacular

Cultivating Critical Thinkers

TAEE Award Nominations Form

STAT Contacts

Standing CommieesElected Ocers

Appointed Positions

Aliate Congress

Texas State Board of Education

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SeptemberAward Nomination DeadlineSeptember 3

Region XIX Mini-CASTSeptember 28El Paso, TX

NovemberCAST 2013November 7-9Houston, TX

DecemberOcer Nominations Due

December 1st

STATellite Articles DueDecember 1st

STATelliteDecember 15

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Welcome Back from President BurkenDear STAT Members,

Welcome back to anotherfantastic year of science teach-

ing in Texas. It is my extremepleasure to start my term asPresident of this wonderful or-ganization. We are the largeststate science teachers associa-

tion in the United States with the most activemembers. I hope that we can meet all of yourexpectations this year and provide you withwhat you need to be the best science teacher.

It is going to be a busy and exciting yearand we have many activities planned. Ourweekly twier chats will begin again and weneed suggestions on topics for discussion.Members of STAT will convene in Houston inNovember for the Conference for the Advance-ment of Science Teaching. This is denitelygoing to be a CAST that you will not want to

miss especially because this is an adoption yearfor science. Additionally, regional Mini-CASTswill occur throughout the year across the state.In the spring, we will continue last years suc-cessful day at the Capitol. In the summer, wewill hold the second annual Summer Leader-ship Institute. Stay tuned for more inspiringactivities. If you have suggestions of somethingyou would like for the organization to focus onthis year, please let us know.

There are many aliates that everyoneshould be members of this year. These orga-

nizations provide valuable professional devel-opment opportunities and outreach for theirmembers. The organizations are: AssociatedChemistry Teachers of Texas, Informal Science

Education Association, Texas Association of Bi-ology Teachers, Texas Association for Environ-mental Education, Texas Council of ElementaryScience, Texas Earth Science Teachers Asso-ciation, Texas Marine Education Association,Texas Section American Association of Phys-ics Teachers, and the Texas Science EducationLeadership Association. Each aliate supportsspecic areas of science, but you are welcome to

join all of the organizations.

I deeply appreciate the STAT Boardmembers for all that they have done and contin-ue to do on behalf of our members. The Boardhas worked very hard this year and will con-tinue do so. They worked on the strategic plan,facilitated sessions at the Summer LeadershipInstitute, worked on the upcoming CAST

conference, provided a voice at the State Boardof Education and State Legislature on press-ing issues, represented the organization at theNational Congress on Science Education, andchaired commiees for the organization.

I would like to also thank all of the boardmembers who recently left oce and those cur-rently serving. All have been totally commiedto ensuring the success of all science teachers inTexas.

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Finally, I must take this opportunity to thankSharon Kamas, Past President, for all of her hardwork last year. She is truly an amazing leader.Sharon spent countless hours in Austin testifyingon behalf of science education and because ofher science education has not taken a back seatto other content areas. Throughout the year, shehas been a great role model, mentor, soundingboard and friend.

This will be a fantastic year and I look forwardto meeting you at CAST.

PresidentDonald [email protected]

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STAT1308

Visit our

booth at

CAST

# 1031

Are your students Science Stars?

Daily warm up/review Incorporates all 3rd-5th grade TEKS Interactive white board activities

www.starpointlearning.com

Welcome Back from President Burken (Condt)
mailto:president%40statweb.org?subject=mailto:president%40statweb.org?subject=


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CLICK HERE TO REGISTER
http://www.cvent.com/events/cast-2013/event-summary-f6e710e4016b4301b468d2c7fc6debf2.aspxhttp://www.cvent.com/events/cast-2013/event-summary-f6e710e4016b4301b468d2c7fc6debf2.aspx


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To all of my STAT colleagues, I would like to ask a favor of you. Look at your calendar for the upcomingschool year and please circle the date September 3.

Why? What is the signicance of September 3?

This day is the deadline for the receipt of applications for the STAT Teacher Awards. STAT recognizes theexcellence in science instruction for four categories of teachers: Rookie, Elementary, Middle School, andHigh School. If you know a science teacher or two on your campus or in your district that have routinelygone above and beyond the call of duty, then you should denitely consider encouraging them to apply fora STAT Teacher Award to be recognized for their eorts .

How does a teacher apply for a STAT Teacher Award?

The process involves the online submission of three items by the prospective award applicant: Positionstatement a two-page, double-spaced description of the applicants teaching philosophy; resume/CV detailing the applicants educational background, teaching experience, professional development/campusinvolvement, and appropriate awards/recognitions; and, 1 3 one-page reference leers from either the ap-plicants colleagues, campus principal/administrator, students, parents or anyone directly familiar with theapplicants 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 tirelessand dedicated eorts in the classroom. In reality, though, the award is more than just a single act of rec-ognition it represents an opportunity to become actively involved in STAT through leadership positionsto help guide and foster discussion on issues vitally important and directly relevant to science teachers; toparticipate in Science Teachers Day at the Capitol to actively lobby state representatives on legislation thatdirectly impacts the state of science education and to serve as a commied advocate for the science teacher,and to substantively contribute their expertise to their 6,000+ science teacher colleagues either by present-ing at the annual CAST conference or submiing their ideas for publication in STATs electronic newsleer,STATellite.

Youve convinced me. How do I get started?

Please visit the site hp://statweb.org/awardsand follow the instructions for your particular award categoryof interest. Good luck.

Call for Award Nominationsby George Hademenos

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http://statweb.org/awardshttp://statweb.org/awards


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Houghton Mifin Harcourtis pleased to introduce

our innovative print and digital programs built

especially for the Texas Adoption!

Texas High School Scienceprograms from Houghton Mifin Harcourt

feature the most up-to-date science contentavailable and fully support the TEKS.

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hmhco.comVisit our new website:

Houghton Miin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 08/13 RR_ MS82137


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The new A Framework for K-12 Science Education: Practices, Crosscuing Concepts, and Core Ideasstates as its goal to help educators realize a vision for education in the sciences and engineering in whichstudents, over multiple years of school, actively engage in scientic and engineering practices and applycrosscuing concepts to deepen their understanding of the core ideas in these elds (National ResearchCouncil, 2012, p. 10). I take reform-based teaching seriously and try to model for K-8 teacher candidateshow this might look in a classroom.

In a class of 16 graduate level teacher candidates with varying degrees of science experience, I tried to pro-vide 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 condent in the learning andteaching of science.

I found an investigation that is simple, yet integrates reform-based science through the eight practices ofscience and engineering. Appropriate for dierent grades in varying levels of complexity, it could developcrosscuing concepts in scale, proportion and quantity as well as in structure and function. The core ideascould include the physical sciences, and engineering, technology and the applications of science. The in-vestigation also could provide an authentic experience for the K-8 teacher candidates to do science in waysthat 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 Heli-Device (ADHD) or paper helicopter.

Working in pairs for this investigation, my students cut and folded the traditional paper model of a pa-per helicopter and added a paper clip to the boom of the model. (One such template can be found athp://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdf; there are many others.) I notice thatas soon as they have nished constructing, and before I give any other instructions, they begin to drop themodel and watch how it falls. They are amazed by the way it spins. Almost immediately, they try dier-ent methods of dropping it, from a higher location (some stand on chairs), lower location, and with and

without a lile thrust behind the drop. Then they start looking around for more paper clips in order to addweight 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 theirsis faster than the other pair of students at their table. However, when I ask for evidence that one is fasterthan the other, they are stymied. They did not record any data, nor did they try to drop their ADHDsfrom the same height at the same time to see which hit the ground faster. This provides an opportunity todiscuss the need for accurate data, which would include a timing device, and a specied point for drop-ping that was the same for both parties. Also the idea of a fair test is discussed. It isnt fair that theythrew 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 forthe 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

The Aero-Dynamic Hili-Device - ADHDby Deborah Roberts-Harris

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http://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdfhttp://www.primaryscience.ie/media/pdfs/col/paper_helicopters.pdf


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discussion is quite animated. They decide that one thing that will remain the same will be only one paper-clip (and all paperclips are the same size) on the helicopter. They also agree that thrust or force upon re-lease is not allowed it must be a simple release just let go! The idea of three trials and an average of thethree times recorded will help with fair testing, and a specied release point is identied.

Just when they think they have it all gured out, I present them with a list of challenges. This list was de-veloped 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 dierent/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 beforeyou 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?

Click here to read the full article

The Aero-Dynamic Hili-Device - ADHD(Contd)by Deborah Roberts-Harris

Immediately design changes come into play. Somemake another model the exact same size, others make amodel bigger or smaller. Still others take the model anduse dierent types/weights of paper, and/or cardboard,to make their models. There are experiments with sizeof the stem, others with the size of the wings. Some areexperimenting with ways to fold the wings, or the shapeof the wings. To an outsider looking in, the activity level

and the level of engagement in the activity may appearchaotic, but in fact, there is serious work going on. Thereis a great deal of discussion and the participants arethrowing around words like friction, and air resistance,gravity and mass. They are challenging each other tothink about what factors are aecting what happens when they make their design changes. They arequestioning each other about Newtons laws and whether or not they apply in this circumstance. Onegroup runs up two ights of stairs to drop their heli-device to see if the longer distance helps with mak-ing the helicopter fall more slowly.
http://statweb.org/2013AugustStatellite/ADHD.pdfhttp://statweb.org/2013AugustStatellite/ADHD.pdf


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Mastering science comesrom doing science.See the aha moments on your students aces as difcult TEKS

concepts become crystal clear. Students dont 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 o the TEKS.

To learn more and view

a sample, visit us at:

www.Texas.ExperienceCPOscience.com


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Shifting Your Current Lab Activities to Practice the Inquiry Skills of Science (Contd)

HOW WE BEGAN

As we worked within our districts and with science teachers, we became aware of the confusion about howand when to emphasize and implement the practices of inquiry such as planning and carrying out inves-tigations and analyzing and interpreting data (NRC, 2012). Recognizing teachers concerns led us to seeka solution that could be adapted to any curriculum. We knew that an abrupt move would be intimidatingfor teachers and confusing for students. Our goal was to shift well-established and much used lab activitiesfrom teacher-directed to student-directed. Therefore, we decided to introduce a single scientic skill thatwas necessary for practicing inquiry in each lab activity in a way that required the student to make deci-

sions and/or choices. After the skills introduction, students would be held accountable and responsible forskills that they had learned in previous labs. Thus, the skills would be cumulative so that students wouldbecome more independent of the teacher during the lab sequence. We refer to this process as shiftingskills, since the responsibility for practicing the skills of inquiry gradually is shifted from the teacher to thestudent. In order for this method to work, the labs would need to ow with the curriculum selected by anydistrict. The labs would not be in addition to the normal curriculum, but simply a modication of the exist-ing curriculum. Our last consideration was selecting labs of the experimental kind (West, 2010, Windschitlet al., 2007).

WE SHIFTED LABS

From past experience, we knew that students do not always have a rm grasp of how to perform the scien-tic inquiry skills that were targeted for each shift. In order to refresh their memories (or teach them for therst time), we located a published piece (Middle Grade Science Scenario-Based Investigations 2011) thatemphasized each of the skills as a unique lesson. We introduced these inquiry skills as preliminary home-work 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 practic-ing scientic 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 teach-ers own curriculum and student learning objectives. From there we created the steps that we have outlinedin Table 1.


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http://statweb.org/2013AugustStatellite/ShiftingLabActivities.pdfhttp://statweb.org/2013AugustStatellite/ShiftingLabActivities.pdf


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American Association of

Physics Teachers

NGL.Cengage.com888-915-3276

Get to know National Geographic Learning Engaging content from

National Geographic

Exceptional Science and

Health programs fromSouth-Western and Delmar

Effective programssupporting Texas StateStandards

Science Reading ESL / ELA Career and Technical Education Social Studies Content Literacy

Professional Development partnered with ASCD

VisitusatCAST

Booth915

_ _ . :


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A Framework for K-12 Science Bringing Aention to Science Practices in Texasby 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 AssociationConference (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 nal releaseof this new document, knowing full well it will not be adopted by the Texas Legislature or the Texas Edu-cation Agency as the standards for science education in Texas in the near future.

It is for many reasons that I looked forward to the nal document and the opportunity to review the stan-dards 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 forScience.

Research-Based ScienceWhen studying the Texas Essential Knowledge and Skills (TEKS) that were revised in 2009 it is evident thatthe writers used the Benchmarks for Science Literacy published by the American Association for the Ad-vancement of Science in 1993 as well as the National Science Education Standards published by the Nation-al Research Council in 1996, as their guiding documents for research-based scientic information appropri-ate for classroom instruction. These knowledgeable and skilled K-12 Science TEKS writers developed theframework for the vertical development of the science standards they believed were best for the students of

Texas. Having worked with and been on commiees with many of the writers, they have my respect in thene work they did and the document they crafted for the science education of the students in Texas. Withmuch debate and many adjustments the State Board of Education approved the release of these standardsin 2009 to be used for the development of curriculum and assessments.

A Framework for K-12 Science Education: Practices, Crosscuing Concepts, and Core Ideas (K-12 Frame-work) was released by the National Research Council in 2012. This publication updated and combined theworks of the Benchmarks for Science Literacy, the National Science Education Standards, as well as currentresearch from How Students Learn Science in the Classroom (NRC, 2005). This document is the basis forthe 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 TEKSit 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 scientic materials for our students. One of the mostappropriate resources for this information is the revised K-12 Framework. As teachers search through themyriad 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. Manyknowledgeable and reputable organizations such as NASA, the Smithsonian, and National Geographic sitethe K-12 Framework and the National Science Standards so that teachers can trust the scientic content and

age appropriate level of the materials.

Cross-Cuing ConceptsScience cannot be taught as a game of Trivial Pursuit. It is not a series of facts, that if memorized will


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A Framework for K-12 Science Bringing Aention to Science Practices in Texas (Contd)by Terry Talley, Ed. D.

provide a passable score on a high-stakes test. Without the thread of connections that holds science factstogether, students leave the classroom with very lile understanding of the world they live in. They haveno basis for application of this knowledge to the problems they will face in the world. Although crosscut-ting concepts are fundamental to an understanding of science and engineering, students have often beenexpected to build such knowledge without any explicit instructional support. (NRC, 2012, p. 83) Withinthe science classroom, instruction based on the K-12 Framework provides a means to build the complexand interconnected explanations of observations to provide meaning to the phenomena of the world welive in. Within each core idea in science are many cross cuing concepts such as paerns, cause and eect,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 onat a national level. The students who graduate from Texas high schools do not limit their vistas to justthe 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, thesestudents are being held to an accountability level based on national and international standards. Utiliza-tion of the cross-cuing concepts adds depth and meaning to the science they are currently learning andprovides the additional understanding to how the problems of the world can be solved through the inter-connectness of ideas.


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 SRT-

STEM Center as co-Director for Education Outreach upon her retirement with 20 years in public education. Terrys 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 Col-

laboratives BTIM Program, serving 15 novice math and science teachers in the Greater Galveston

Area. Dr. Talley can be reached at [email protected]

If you want
http://statweb.org/STEM-AFrameworkforK-12.pdfhttp://statweb.org/STEM-AFrameworkforK-12.pdf


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DevelopeD at

publisheD anD DistributeD by

If you wantthe TEKS in theirminds,

put FOSS in theirhands.

Each FOSS Texas investigation

is designed to provide

multiple exposures to all of

the TEKS, using engagingstrategies that center on

active investigation.

It works. FOSS is extensively

eld-tested and reects

current research.

To learn more and see a

sample of the program, visit:

Its one thing to cover

the TEKS. Its quite

another when students

discover them!

Texas.ExperienceFOSS.com


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Science First

Whats all the shouting about?

See for yourself at Booth 1027

We live in the 21st century. Why capturedata with equipment from the 20th?

Datalogging thats faster,easier, and more accurate!Introducing a brand new line of dataloggers

- and a brand new partnership!

Dear Elementary Science Educators,

We need your help. Please respond yourself and also forward this message to other Texas science teacherswith whom you work, particularly elementary teachers who might be aending CAST in Houston this fall.This is a invitation to participate in the Elementary STEM Spectacular on Friday morning during CAST.Its a fun way to share a favorite activity with other teachers. Details are described at this link

CAST Elementary STEM Spectacular

Just ll out the short form included, giving your contact information and a brief description of your activ-ity, and we will get back to you in August. We hope to have 80 educators sharing during this event. Pleasebe one of them!

Thank you for considering,

Mary Hobbs, Ph.D.

TCES Elementary STEM Spectacular
https://docs.google.com/a/thetrc.org/forms/d/16_LgpMp_5K3GvEZlmjLDSfEd0s2dDffm8MDNg48EtFg/viewformhttps://docs.google.com/a/thetrc.org/forms/d/16_LgpMp_5K3GvEZlmjLDSfEd0s2dDffm8MDNg48EtFg/viewform


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Is it reasonable, or even fair, to expect students to be successful answering dual-coded assessment questions ona 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 whata 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; dual-

coded 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.

Content Process Skill Process Skill with Content

Embedded

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.

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 elementsfrom their position on

the periodic table.

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

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? Lets 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.

Cultivating Critical Thinkersby Michael Brinkman

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STAT Contacts Plus, visit us at Booth #617 to see in-boothproduct demos and enter to win science prizes!Learn more at wardsci.com/conference wardsscience

Wards Science CAST Workshop Schedule Friday, November 8, 2013

8:30 am: Engage with Chemistry (presented by Pam Srinivasan)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 Liftsand 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

Go Backstage withWards Science at

CAST 2013Meet the Scientists Behind the ProductsDiscover the Wards Science Plus Us in person when you attend a WardsScience workshop at CAST 2013. Youll learn new teaching techniques,experience innovative new products, talk science with our in-houseexperts, and much more!

The Plus is Us! Were here to connectyou to superior science supplies, pluspersonalized support at CAST 2013.


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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 youve stated in the merged learning statement. The delivery challenge is to stayneutral, 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 lets 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

[email protected]

@michaelbrinkma5

Cultivating Critical Thinkers (contd)

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Rice University will oer courses aimed specically at K-12 science teachers through the free

online education provider Coursera. The courses oer profesional development in the elds

of Science, Technology, Engineering and Mathematics for elementary, middle and high schoolteachers. The four-week courses will be developed by Rices Center for Digital Learning and

Scholarship (RDLS) with materials from STEMScopes, the centers 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 certicate for 16 hours of continuing-

education credit.

www.coursera.org/rice


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Vernier Software & Technology | www.vernier.com | 888-VERNIER (888-837-6437)

LOOKING FOR iPad AND MOBILEDEVICE SOLUTIONS?

Collect, view, analyze, and annotate

sensor data from a LabQuest 2 onan iPad, AndroidTM tablet, or othermobile device that has a supported

web browser. www.vernier.com/css

Read the reviews at

www.vernier.com/labq2-reviews

The most powerful, connected, and versatiledata-collection device available for science education

Our Vernier LabQuest 2 interface puts scientic data-collection technologyinto your students hands. Explore science in the lab and in the eld with

full-color clarity, touch-screen ease, and breakthrough, versatile technology.Features include:

Supports science practices called for in NGSS

High-resolution touch screen

Perfect for both eld studies and laboratory experiments

High-contrast screen setting makes it easy to see the screen

while outdoors and in bright light Built-in GPS facilitates mapping data in Google Maps or ArcGIS through

Logger Pro

Go to www.vernier.com/labquest2for complete detailsand to nd FREE workshops in your neighborhood.

$329ORDER CODE

LABQ2

THETEXASASSOCIATIONFORENVIRONMENTALEDUCATION (TAEE)


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( )

2013 RECOGNITIONAWARDS

TAEE would like to recognize its members (individuals or groups) who have contributed toEnvironmental Education in Texas.

The three award categories are:

1. The CommitmenttoEnvironmentalEducationAward - an individual for their work in promoting environmental education.2. The OutstandingEnvironmentalEducator Award - an educator (formal or informal) for their environmental education

efforts with children and adults.

3. The EnvironmentalRecognitionAward - a business, school or organization.

NOMINATIONDEADLINEIS SEPTEMBER6at5p.m.

Email nomination form to: [email protected]

Questions? Please contact: TAEE Past President, Haily Summerford 469-526-1990 [email protected]

Nomination is for:

Commitment to EE

Outstanding Environmental Achievement Award

Environmental Recognition Award

NOMINEE:

Name: Organization/Position:

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:

Name: Organization/Position:

Address:

Daytime phone: Evening phone: Email:

NOMINATE SOMEONE TODAY!!!

DONT MISS THE CHANCE TO ACKNOWLEDGE YOUR COLLEAGUES!!

THANK YOU!


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Awards CommieeChair Ross Ann Hill

[email protected]

NominationsCommiee

Chair Patsy [email protected]

Legal/LegislativeAairs Commiee

Chair Sandra [email protected]

CAST CommieeChair Sharon Kamas

[email protected]

Membership CommieeChair Mathew [email protected]

Finance CommieeChair Jo Anne [email protected]

35

Policy & Procedures CommieeChair Melana [email protected]

STAT Standing Commiees

C t t
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STAT

Oce

Mailing Address:5750 Balcones Dr.,

Ste 201Austin, TX 78731

Phone:(512) 491-6685

Fax:(512) 873-7423

www.statweb.org

[email protected]

AppointedPositions

CAST Meeting PlannerAme Petry(512) [email protected]

TEA Representative:Irene Pickhardt

Curriculum Division: Science(512) [email protected]

STATellite Submissions:(512) [email protected]

36

ElectedOcers

Executive Director:Chuck Hempstead(512) [email protected]

Assistant Executive Director:Lauren Swetland(512) [email protected]

CAST Exhibits Manager &Advertising Manager:

Frank Butcher(281) [email protected]

President:Donald Burken(713)-251-2499

[email protected]

Past President:Sharon Kamas

(281)-328-9200 ext. [email protected]

President-Elect:Melana Silva(713) 723-0273

[email protected]

Treasurer:Jo Anne Jackson

(817) [email protected]

Vice President:Mathew Wells(806) 677-5187

[email protected]

Secretary:Kiki Corry

(806) [email protected]

Members At Large:Becky Lindsey

Laura Lee McLeodKara Swindell

[email protected]@[email protected]

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ACTAssociated Chemistry

Teachers of Texas

Jamie Flint

[email protected]

ISEAInformal Science

Education Association

Amy Moreland

[email protected]

TABTTexas Association of

Biology Teachers

Mark Storey

[email protected]

TAEETexas Association for

Environmental Education

Lisa Brown

[email protected]

TCESTexas Council of

Elementary Science

Susana Ramirez

[email protected]

TESTATexas Earth Science

Teachers Association

Lexy [email protected]

TMEATexas Marine

Educators Association

Marolyn [email protected]

TSAAPTTexas Section of the

American Association ofPhysics Teachers

Paul [email protected]

TSELATexas Science EducationLeadership Association

Kenn [email protected]

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

SBOE District 2 - Ruben Cortez, Jr.735 Habana St.Brownsville, TX 78526

(956) 639-9171

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

SBOE District 4 - Lawrence A. Allen, Jr.2130 Vermillion Oak St.Fresno, Texas 77545(713) 203-1355

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

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

SBOE District 7- David Bradley2165 North StreetBeaumont, TX 77701

(409) 835-3808

SBOE District 8 - Barbara Cargill61 W. Wedgemere CircleThe Woodlands, TX 77381(512) 463-9007

SBOE District 9 - Thomas RatliP.O. Box 232Mount Pleasant, TX 75456(903) 717-1190

SBOE District 10 - Tom MaynardP.O. Box 2885

Georgetown, Texas 78627(512) 763-2801

(512) 532-9517 fax

SBOE District 11 - Patricia Hardy900 North Elm

Weatherford, TX 76086(817) 598-2968

(817) 598-2833 fax

SBOE District 12 - Geraldine Miller1100 Providence Tower West

5001 Spring Valley RoadDallas, Texas 75244

(972) 419-4000(214) 522-8560 fax

SBOE District 13 - Mavis B. Knight6108 Red Bird Court

Dallas, TX 75232(214) 333-9575

(214) 339-9242 fax

SBOE District 14 - Sue Melton101 Brewster

Waco, TX 76706(254) 749-0415

SBOE District 15 - Marty RowleyP.O. Box 2129

Amarillo, TX 79105(806) 373-6278

(806) 220-2812 fax

Barbara Cargill, ChairThomas Ratli, Vice Chair

Mavis B. Knight, Secretary

Need to nd your state legislators?Search by zip code at:

http://www.yi.legis.state.tx.us

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