Learning Science in the Elementary School Classrooms of Western New York

Why Do Bird Beaks Look Different?

1. Topic: From Molecules to Organisms: Structures and Processes
2. DCI: Structure and Function
1. Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. (4-LS1-1)

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A Unit Developed by Kristy Weiss, Summer 2018 and modified by Dr. Chris Shively, Summer 2019

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(1.) Lesson 1 - Students Ask Questions
(2.) Lesson 2 - Students Discuss Questions
(3.) Lesson 3 - Students Make Observations
(4.) Lesson 4 - Students Build a Model
(5.) Lesson 5 - Students Revise Their Model

What Does Science Instruction Look Like in Elementary School Classrooms After New York State Adopted the Next Generation Science Standards?

Abstract

Blank (2013) found that instructional time teaching science (in terms of hours per week), in elementary classrooms across the United States, declined from 1994 - 2008.  According to the National Teacher and Principal Survey (NTPS), the average number of hours elementary school teachers spent teaching science in 2011-2012 was 2.5 hours and in 2015 - 2016 was 2.2 hours.  Students in New York state have scored below the national average on the 2009 and 2015 National Assessment of Educational Progress 4th grade science exams and based on Blank’s work, NY teachers spent less time teaching science than teachers across the country.  The purpose of this research was to develop and distribute a questionnaire that examined if and how science is being taught in elementary classrooms across Western New York. The questionnaire asked teachers: (1.) if they taught science, (2.) how often, (3.) at what time of day and (4.) with what resources?  It also asked them about how they were prepared to teach elementary school science. Participants for this exploratory study came from a graduate science course taught by the faculty mentor at Buffalo State College. Results showed that 11 out of the 29 participants taught science. Of those eleven, 2 reported that they teach science bi-weekly, 3 reported that they teach science daily and 6 reported that they teach science weekly.  Only two teachers met the national average of 2.2 hours per week.

Introduction to the Research Problem

Personal Experience. During the fall semester of 2017, around October, I was an  ELA methods pre-service teacher in a second-grade classroom in Western New York.  As a young teacher with a passion for science, I was horrified to watch my mentor teacher use science instruction as a way to shape student behavior.  In order to gain control of the students in her classroom, this teacher withheld a science lesson from them. After fourteen weeks in her classroom that was the only time, this teacher attempted to teach science. This experience was not unique during practicum placements at Buffalo State.
Throughout my experiences as a pre-service teacher, I have been placed in many different classrooms, and while in these classrooms, I have witnessed little to no science instruction. The only time I actually encountered a science lesson was during my placement in an elementary school near Buffalo State. At this school, I observed students discovering complex scientific concepts while using ELA and mathematics skills. These contrasting teaching experiences caused me to wonder if science was being taught in classrooms across Western New York, especially since the Next Generation Science Standards were recently adopted in 2016 by New York State.   My experiences were not unique, in fact, a lack of science instructional time has been observed throughout the United States.

Historical context of time teaching science and achievement on national science exams.  In a 2013 study published in the Science Education journal, Blank (a consultant with the Council of Chief State School Officers) found instructional time teaching science (in terms of hours per week), in elementary classrooms across the United States, declined from 1994 - 2008.  Blank’s data analysis confirmed earlier research that reported a positive relationship between instructional time teaching science and student achievement on the 2009 National Assessment of Educational Progress (NAEP) 4th-grade science exam. He wrote,    

… a state with 2.0 hours (120 minutes) per week of science instruction has an average NAEP score of 150; whereas a state with 3.5 hours per week (210 minutes) of science instruction has a NAEP average score of 154, and the difference of four points on the NAEP scale is statistically significant. (p. 838)

The NAEP Scale score for 4th-grade students in New York state (148) was barely below the national average (149) but significantly below the scores of students who live in states that border NY (PA:154, NJ:155, CT: 156, and MA:160).  Blank reported that the national average for instructional time in science for 4th graders was 2.8 hours per week and that New York (2.6) was not far below this average. Although 4th-grade teachers in NJ (3.0) and PA (2.9) spent more time teaching science than the national average, teachers in MA (2.4) and CT (2.4) spent less time.  Therefore one can not conclude that time teaching science is directly related to science achievement; other factors such as family income, informal science experiences (Smith, 2005), gender (Riggs, 1991) and teacher perceptions/beliefs about teaching science (Levitt, 2002; Bryan, 2003) may influence student achievement in science.

Results published after Blank’s (2013) study indicate that instructional science times at the national level continue to lag behind ELA, Math and Social Studies.  According to the National Teacher and Principal Survey (NTPS), the average number of hours elementary school teachers spent teaching science in 2011-2012 was 2.5 hours and in 2015 - 2016 was 2.2 hours.  It should be noted that the results from this survey displayed data from elementary school teachers in grades 1 - 4, whereas, Blank only reported on 4th-grade teachers.  On the U.S. Department of Education and Institute of Education Sciences, National Center for Education Statistics website, state data was not displayed regarding instructional time teaching science.  This missing data became one of the catalysts for the purposes of my research.

Achievement levels on the 4th-grade NAEP science exams continue to leave New York state students below the national average and averages from students who live in the border states.  At the national level, 75% of the students met the basic level, in New York State 72% of the students achieved the Basic level (NJ: 76%, CT: 77%, MA: 83% and VT: 85% - PA did not report scores).  Averages for students who obtained the proficient level on the NAEP exam were as follows: NY (33%), nationally (37%), CT: 38%, NJ: 39%, MA: 47% and VT: 48% - see above about PA). Students in New York state have scored below the national average on the 2009 and 2015 NAEP 4th grade science exams and based on Blank’s work, NY teachers spent less time teaching science than teachers across the country.
Research Questions and Purpose

Based on my personal experience and two significant reports sponsored by the US Education Department,  I formulated the following research questions: (1.) Do elementary school teachers in Western New York teach science?  (a.) And if so, how often do they teach it and what resources do they use? My second research question was based on teacher preparation, so I asked, (2.) Did elementary school teachers in Western New York have an opportunity to teach science during their (a.) student teaching and/or (b.) science methods course?  

The purpose of my research evolved from my two questions.  The purpose of this research was to develop and distribute a questionnaire that examined if and how science is being taught in elementary classrooms across Western New York. The questionnaire asked teachers: (1.) if they taught science, (2.) how often, (3.) at what time of day and (4.) with what resources?  It also asked them about how they were prepared to teach elementary school science.

Methodology

Participants. Participants for this exploratory study came from a graduate science course taught by the faculty mentor at Buffalo State College.  All participants voluntarily consented to take the questionnaire. Table 1 displays the ethnic/racial heritage and age range as reported by the participants.

Table 1 Participant’s Ethnic and Racial Heritage Organized by Age Range (N = 29)
Age Range (years)	Ethnic and Racial Heritage
	Black, Afro-Caribbean, or African American (N = 2)	East Asian or Asian American (N = 3)	Latino or Hispanic American (N = 1)	Native American or Alaskan Native (N = 1)	Non-Hispanic White or Euro-American (N = 22)
20 - 30	2	3	1	1	18
31 - 40					1
41 - 50					3

Data Collection Overview.  In order to investigate the amount of time science was taught in Western New York elementary schools, a questionnaire was developed using Qualtrics software. The questionnaire was divided into three parts, Personal Demographics, School Demographics/Teaching Science, and Science Content Knowledge. All questions were answered with complete anonymity and distributed to graduate students who took a science theory, research, and practice in science instruction course using an anonymous link.  The questionnaire was given to graduate students as a pilot so that results could be analyzed and the questions could be revised based on these results. The revised questions will be administered to full-time elementary school teachers during the fall of 2018.

Results

Do you teach science? and if so, how often and when?.  When the 29 participants were asked if they taught science, 13 indicated that they did not teach science, 11 indicated that they did teach science and 5 indicated that they were not teaching at the time.  Of the 11 who indicated that they teach science, 2 reported that they teach science bi-weekly, 3 reported that they teach science daily and 6 reported that they teach science weekly. Table 2 displays instructional science teaching time in hours per week so that it can be compared with 2015-2016  National Teacher and Principal Survey (NTPS) data. Data was collected from graduate students who teach fifth grade, kindergarten, and multi-age classrooms. This data is reported in table 2 but it is not comparable to Blank’s (2013) research or the data from the NTPS survey because data in Blank’s study and from the NTPS only reported data from teachers in grades 1 - 4.  Graduate students who reported that they taught science bi-weekly were not included in table 2.

Table 2 Instructional Science Time Reported by Grade Level
Grade Level	Hours Per Week	Based on the 2015-2016 NTPS survey, the national average of instructional teaching time dedicated to science was 2.2 hours per week.
Multi-age	2.5 - 3.3
Multi-age	.33 - .50
Kindergarten a	.5 - 1.0
First Grade	.16 - .33
First Grade	.33 - .50
Third Grade	.50 - .66
Fourth Grade	2.5 - 3.3
Fifth Grade	1.6 - 2.5
Did not report b	0 - .16
Notes: a  - Kindergarten teacher reported that they taught science every other day, but did not indicate if that was M - W - F or T - Th b - the Graduate student did not indicate what grade level they taught

Only two teachers met the national average of 2.2 hours per week; one teacher was in a fourth-grade classroom and the other taught in a multi-age classroom.  

Summary

The data from this pilot questionnaire reflected my teaching experiences so far at Buffalo State.  Even though the 4th-grade NAEP science exam scores were not displayed by district or school, it would not be a surprise if the students in the schools and districts where these teachers work produced low achievement levels.  The data from this survey clearly indicate that, at least in this small sample, teachers in Western New York do not spend a lot of time teaching science.

 

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Formes d'énergie

Répondez à cette question en écrivant deux parties d'un argument scientifique en utilisant les amorceurs de phrase que j'ai fournis:

Quelle ampoule dégage plus de chaleur?

Indiquez votre affirmation: l'ampoule _____ dégage plus de chaleur

Soutenez l’allégation avec des preuves: sur la base des données, j’ai trouvé

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Original English Directions

Hello, I am Pele and I want you to engage in a learning experience. Follow these steps:

1. visit this web site [link] 
2. tap systems 
3. swap the faucet with the sun 
4. swap the wheel with the solar panel 
5. swap the beaker for the incandescent light 
6. turn on energy symbols 
7. observe the forms of energy coming out of the light bulb 
8. now swap the incandescent light bulb with the compact fluorescent light bulb 
9. observe the forms of energy coming out of the light bulb 
10. Answer this question by writing two parts of a scientific argument using the sentence starters I have provided: 
11. Which light bulb gives off more heat? 
1.  State your claim: The _____ light bulb gives off more heat
2. Support the claim with evidence: Based on the data, I found ...
12. Post your scientific argument in the comment section of this blog post.  Thank you!

Movimento de projétil

Citizen Science Projects

1. Celebrate Urban Birds
2. NestWatch
3. Project FeederWatch
4. Tree Height Project
5. Milky Way Project

Elementary Science K-4 Core Curriculum Terms & Definitions

NGSS Crosscutting Concepts - Organized by Grade Level

1. PATTERNS 
1. Grades K -2
1. Patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence.
2. Grades 3 - 5
1. Patterns of change can be used to make predictions. 
2. Similarities and differences in patterns can be used to sort and classify natural phenomena and designed products. 
3. Patterns can be used as evidence to support an explanation.
4. Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
2. CAUSE AND EFFECT
1. Grades K - 2
1. Simple tests can be designed to gather evidence to support or refute student ideas about causes.
2. Events have causes that generate observable patterns. 
2. Grades 3 - 5 
1. Cause and effect relationships are routinely identified, tested, and used to explain change. 
3. SCALE, PROPORTION, AND QUANTITY 
1. Grades 3 - 5
1. Observable phenomena exist from very short to very long time periods.
2. Natural objects exist from the very small to the immensely large.
3. Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. 
4. SYSTEMS AND SYSTEM MODELS 
1. Grades K - 2
1. Systems in the natural and designed world have parts that work together.
2. Grades 3 - 5
1. A system can be described in terms of its components and their interactions. 
2. Observable phenomena exist from very short to very long time periods.
5. ENERGY AND MATTER
1. Grades K - 2
1. Objects may break into smaller pieces and be put together into larger pieces, or change shapes. 
2. Grades 3 - 5 
1. Energy can be transferred in various ways and between objects. 
2. Matter is transported into, out of, and within systems. 
6. STRUCTURE AND FUNCTION
1. Grades K - 2
1. The shape and stability of structures of natural and designed objects are related to their function(s).
7. STABILITY AND CHANGE
1. Grades K - 2
1. Things may change slowly or rapidly.
8. INTERDEPENDENCE OF SCIENCE, ENGINEERING, AND TECHNOLOGY 
1. Grades K - 2
1. People encounter questions about the natural world every day. 
2. Grades 3 - 5
1. Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the engineering design process.
2. Knowledge of relevant scientific concepts and research findings is important in engineering.
9. INFLUENCE OF ENGINEERING, TECHNOLOGY, AND SCIENCE ON SOCIETY AND THE NATURAL WORLD 
1. Grades K - 2
1. People depend on various technologies in their lives; human life would be very different without technology.
2. Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world. 
3. Developing and using technology has impacts on the natural world. 
2. Grades 3 - 5
   1. Engineers improve existing technologies or develop new ones to increase their benefits (e.g., better artificial limbs), decrease known risks (e.g., seatbelts in cars), and meet societal demands (e.g., cell phones).
   2. Over time, people’s needs and wants change, as do their demands for new and improved technologies. 

Chinese Science Curriculum

November 12, 2018

Make Assumptions (p. 10)

Grades 1 and 2 - under the guidance of the teacher, students can make a guess about a question or problem based on their experience

Grades 3 and 4 - under the guidance of teachers, students can make assumptions about phenomena, conditions, process, causes based on existing experience and knowledge

Grades 5 and 6 - students can make an assumption based on their learning about the structure, function, change and relationship.  students also need to know the reason about the assumption

November 5, 2018

Scientific Inquiry Segment Goal

Notes:

Asking Questions 

Grades 1 and 2: under the guidance of teachers, students can ask questions about topics of interest from the observations and compare phenomena.

Grades 3 and 4 - under the guidance of teachers, scientific questions can be put forward from observations and comparisons between phenomena and objects

Grades 5 and 6 - students can find that the objectives, construction and function changed and relationship - ask questions about the scientific phenemona

October 22 and 29, 2018

Notes:

Grades 1 - 2: 

Earth and Space Science -  know natural phenomena sun/moon - the impact of weather on soil and plant/human/life

Technology Engineering - made aware of the artificial world around them, use common tools know their functions, use simple materials and tools to do simple tasks. 

Grades 3 - 4: Earth and Space Science - know the motion of sun/moon/earth - natural phenomena are regular - know the basic status of the atmosphere - nature provides a variety of natural resources for human survival and natural disasters exits

Technology Engineering - artificial world is designed and manufactured; realize using tools can be more accurate, convenient, and quick; design involves a series of steps; to complete an engineering design requires a division of labor and cooperation, many factors need to be considered, design is subject to certain conditions

Grades 5 - 6: Earth and Space Science - know a solar system, constellations, day and night, rotation and revolution. understand natural phenomena: atmospheric movement, water cycle, Earth's movement - know the relationship between humans and natural resources and energy - humans should protect natural resources

Technology Engineering - understand technology is used to change people's environment, extends human power, engineering consists of multiple activities: uses science principles, produce designs, solve technical problems and create colorful tools artificial world; science and technology push human progress

October 8, 2018

Notes:

Grades 1 - 2: 

Grades 3 - 4

Grades 5 - 6:

Teacher Candidate Perceptions of Seeding a Living Lab and Constructing Indigenous Knowledge

PDS Presentation

 

Resources

1. Next Generation Science and Engineering Practices (A Summary)

Behavior Management for Elementary Teachers

MacKellar, T.(2018). Behavior Management for Elementary Teachers Unpublished presentation, SUNY College at Buffalo, Buffalo, NY.

Understanding the National Assessment of Educational Progress

Plate Tectonics and Large-Scale System Interactions - a breakdown of this NGSS DCI by Grade Level

All information has been obtained from http://www.nextgenscience.org/overview-dci and the subpages contained under that URL domain.

DCI:  Plate Tectonics and Large-Scale System Interactions

(1.) Middle School 

1. Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. (MS-ESS2-3)

(2.) 5th-grade students do not study the DCI known as Plate Tectonics and Large-Scale System Interactions

(3.) 4th Grade

1. The locations of mountain ranges, deep ocean trenches, ocean floor structures, earthquakes, and volcanoes occur in patterns. 
1. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. 
2. Major mountain chains form inside continents or near their edges. 
2. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

(4.) 3rd-grade students do not study the DCI known as Earth Materials and Systems

(5.) 2nd Grade

1. Maps show where things are located. One can map the shapes and kinds of land and water in any area. (2-ESS2-2)

(6.) 1st-grade and Kindergarten students do not study the DCI known as Plate Tectonics and Large-Scale System Interactions

Clipart src: https://openclipart.org/detail/162847/volcan-effusif

Earth's Systems - Link to NGSS Grade Levels

Kindergarten | 2nd Grade | 3rd Grade | 4th Grade | 5th Grade | Middle School

NOTE: 1st Graders do not study Earth's Systems

Clipart src: https://www.pexels.com/photo/blue-and-white-planet-display-87009/

Earth Materials and Systems - a breakdown of this NGSS DCI by Grade Level

All information has been obtained from http://www.nextgenscience.org/overview-dci and the subpages contained under that URL domain.

DCI: Earth Materials and Systems

(1.) Middle School 

1. All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. 
1. This energy is derived from the sun and Earth’s hot interior. 
2. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms. (MS-ESS2-1)
2. The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. 
1. These interactions have shaped Earth’s history and will determine its future. (MS-ESS2-2)

(2.) 5th Grade

1. Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans).
1. These systems interact in multiple ways to affect Earth’s surface materials and processes.
2. The ocean supports a variety of ecosystems and organisms, shapes landforms, and influences climate. 
3. Winds and clouds in the atmosphere interact with the landforms to determine patterns of weather. (5-ESS2-1)

(3.) 4th Grade

1. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)

(4.) 3rd-grade students do not study the DCI known as Earth Materials and Systems

(5.) 2nd Grade

1. Wind and water can change the shape of the land. (2-ESS2-1)

(6.) 1st-grade and Kindergarten students do not study the DCI known as Earth Materials and Systems

Clipart src: https://openclipart.org/detail/127/earth-with-continents-breaking-up

Biogeology - a breakdown of this NGSS DCI by Grade Level

All information has been obtained from http://www.nextgenscience.org/overview-dci and the subpages contained under that URL domain.

DCI: Biogeology

(1.) Middle School and 5th-grade students do not study the DCI known as Biogeology

(2.) 4th Grade

1. Living things affect the physical characteristics of their regions. (4-ESS2-1)

(3.) 3rd, 2nd and 1st-grade students do not study the DCI known as Biogeology

(4.) Kindergarten

1. Plants and animals can change their environment. (K-ESS2-2)

Clipart src: https://openclipart.org/detail/260265/early-bird