Friday, December 19, 2014

STEM: The Gift That Keeps On Giving All Year Round

Students Attending Summer Learning Programs Returned to School in the Fall with an Advantage in Math

Students attending voluntary, school district-led summer learning programs entered school in the fall with stronger mathematics skills than their peers who did not attend the programs, according to a new RAND Corporation study.
While students who attended summer learning programs performed better in math, they did not experience near-term benefits in reading or see significant improvement in social and emotional outcomes compared to their peers. However, the study identified key factors linked to reading achievement.
Summer learning loss disproportionately affects low-income students and therefore likely contributes to the achievement gap between these students and their higher-income peers, according to researchers.
The new RAND findings provide the first student outcome data in a six-year study of summer learning programs in five urban areas, which is the most comprehensive research on summer learning to date. It is part of a $50 million project funded by The Wallace Foundation to examine whether and how two consecutive summers of voluntary, district-led summer programs — offering academic instruction and enrichment activities like arts and field trips — help boost low-income students' success in school. Read more about this here

NGSS: Things to Know in December 2014
1) Resource Update: Classroom Sample Assessment Task for middle and high school were just released. These draft sample tasks, written by secondary teachers of a variety of subjects, provide examples of how content from both NGSS and the Common Core State Standards in Math and English can be assessed together in classrooms. Read more about this here
2) Standard Of The Month: 4-LS1-2: Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. See where these ides are introduced in A Framework for K-12 Science Education
3) Question Of The Month: I have seen some instructional materials that say they are NGSS-aligned. How can I determine if these materials are truly aligned to the NGSS? Answer: Rubrics such as the NGSS EQuIP Rubric can help teachers and administrators make determinations about whether or not lessons, units, and student materials are truly aligned to NGSS.
4) Building Proficiency: There are many different instructional models that can help students build toward proficiency on the NGSS performance expectations. To learn more, read the recent brief from stemteachingtools.org here

And now to shine the spot light on the real STEM Stars of Region 3!!! Let's take a look at some of the STEM learning activities that our expanded learning program practitioners have engaged the children of Region 3 in:

Name of Out-of-School-Time Provider: Bridges After School/ASSETs Programs



Grade Level of Activity: 6th - 8th Grade

Number of students who took part in the activity: 20

Type of Activity: PongSats

Brief Description: The Bridges program at Winston Churchill Middle school participated in a special project called PongSats. An engineer from JP Aerospace spoke with the students about space and brought along several rockets. The engineer also collected PongSats - decorated ping pong balls filled with grass seed - that the students had created. JP Aerospace will send these ping pong balls into space in a balloon or rocket before they are returned to the students. Students will then observe what affect that zero gravity had on the seeds.

Winston Churchill Students ready for PongSats!!!

Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: 4th thru 6th Grade

Number of students who took part in the activity: 24

Type of Activity: S.T.E.M. - Straw Bridges

Learning Outcomes- Students were able to: 

·      Plan a bridge structure from straws and tape that can hold a cup of marbles.
·      Purchase and budget items from their plans appropriately.
·      Create their structure with materials bought.
·      Test the structures and determine how many marbles their bridges can hold.
·      Discuss and evaluate bridges that held up an abundance of marbles.

SCCSC students working on their straw bridges.

SCCSC students working on their straw bridges.



Contact Gabby Gabourel at (916) 670-9293 or at gabby@sccsc.org for more 
information.


Name of Out -of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: 4th thru 6th Grade

Number of students who took part in the activity: 70

Type of Activity: S.T.E.M. - Kidz Science Magnet Kit

Learning Outcomes- Students were able to: 

  • Goal Setting
  • Teamwork
  • Improve critical thinking
  • Improve problem solving
  • Effective communication
  • Attraction / repulsion of magnetic charges

Comments: Students enjoyed looking for objects in the classroom that were magnetic. The students liked working together to accomplish their goals and understanding of the project. It was a collaborative activity, which promoted creativity and the kits were very easy to understand and use.

For more information contact Scott Kazer at 916 - 804 - 2628.

Name of Out -of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center


School Site: William Land Elementary 

Grade Level of Activity: 5th Grade

Number of students who took part in the activity: 20

Type of Activity: S.T.E.M. - Kidz Science Oobleck Kit

Learning Outcomes- Students were able to: 

  • Experiment with reaction of the starch and water
  • Observe and record information about Oobleck material 
  • Experiment with changes of composition of material 
  • Theorize possible uses for Oobleck

For more information contact David Constancio at david@sccsc.org


Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: Elementary

Number of students who took part in the activity: 80

Brief description: Wenzel ASES students had the opportunity to participate in a supper cool Chemistry show. Students were able to take Science, Technology, Engineering, and Math (STEM) to a whole new level. Students also participated in 180 Degrees program, in which they researched STEM careers.

Super Cool Chemistry Show!!!

For more information please contact Kae Saeteurn at kae@sccsc.org

Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center


Grade Level of Activity: Elementary

Number of Expanded Learning Staff who took part in the activity: 30 

Type of Activity: S.T.E.M. - Topographic Maps - STEM and Literacy

Learning Outcomes- Students were able to: 

  • Activate prior knowledge about maps and add new vocabulary words to their Word Wall
  • Combine ingredients to make their salt dough for the map
  • Study and imitate the topographic map of California
  • Understand the uses of topography for agriculture, environment, and weather



Please contact Kaycee Moua for more information jaycee@sccsc.org



Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: Elementary

Number of students who took part in the activity: 20

Type of Activity: S.T.E.M. - In our STEM Club, students conducted two experiments exploring aerodynamics and engineering using the scientific method to predict and test a hypothesis. Students created balloon rockets to propel the balloon from one chair to the other. Students also created "puff mobiles" and had to design and build a car that would be powered by their breath. 

Learning Outcomes- Students were able to: 

  • Describe why a balloon moves forward on a string
  • Explain that thrust is a pushing force created by energy
  • Understand and implement the scientific method
  • Use the scientific method to predict a hypothesis
  • Change a variable to make a new prediction

Students testing their balloon hypothesis!!



Students testing their breath powered car!!


For more information please contact Sarah Heidel at (916) 893-8365

Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: Elementary

Number of students who took part in the activity: 80

Type of Activity: S.T.E.M. - The Sacramento Zoo came by to talk to the students about different habitats around the world as well as things we can do to conserve and protect those habitats. The zoo also brought 4 animals from each of the habitats and the students had an opportunity to look at them up close.




For more information please contact Rian Carroll at rian@sccsc.org



STEM and Other Pertinent Articles:
STEM (and other Integrated Core Content) 
Activities/Videos/Websites/Podcast:





5) Salad Dressing: Science Emulsions (Science Friday Activity)


7) Teach Kids, Not Just Math (Teaching Channel Classroom Strategy Video)

    (Teaching Channel Classroom Strategy Video)

    (Teaching Channel ELA Video)

10) NASA's Space Place: The website offers searchable content by subject area
      and type as it pertains to NGSS. (Website)

11) Wild About Wetlands (Teacher Kits: Free to check out)


STEM Grants:

1) HSA Grant for Educators: The Herb Society of America's mission is to promote the 
    knowledge, use and delight of herbs through educational programs, research, and 
    sharing the experience of its members with the community. The Grant for Educators 
    challenges individuals, groups or small businesses to develop and deliver learning 
    experiences to the public. Each year, the Grant Committee anticipates funding one 
    or two grants for a total of $5,000. (Deadline December 31, 2014)

2) Toshiba America Foundation Grant: Classroom Innovators! Toshiba America 
     Foundation accepts applications from teachers who are passionate about making
     science and mathematics more engaging for their students. $5,000 is the grant 
     award amount (Deadline February 1, 2015)

 3) Community Action Grant: The AAUW is offering Community Action Grants to 
     individuals, AAUW branches, AAUW state organizations, and community-based 
     non-profit organizations that propose programs promoting education and equity for    
     women and girls. One-year grants of $2,000-$7,000 will provide seed money for new 
     projects whose topics include a clearly-defined activity that promotes education and  
     equity for women and girls. Two-year grants of $5,000-$10,000 will provide start-up 
     funds for longer-term programs that address the particular needs of the community 
     and develop girls' sense of efficacy through leadership or advocacy opportunities. 
     Special consideration will be given to projects focused on K-12 and community        
     college girls' and women's achievements in science, technology, engineering, or 
     math (STEM). (Deadline January 15, 2015)

 4) C - Span Student Cam: 
     Deadline: January 20, 2015
    C-SPAN
    Up to $5,000 for students in grades 6-312 (up to $1,000 for their schools) who create 
    winning video documentaries. 

 5) Letters About Literature:
     Deadline: January 15, 2015     Letters About Literature (LAL) and the Center for the 
     Book in the Library of Congress 
     Up to $1,000 for students in grades 4-12 who write a 
     letter that explores an inspiring book, short story, poem, 
     essay, or speech.


 6) P.E. Equipment Grants:
     Deadline: March 1, 2015     Batters Up USA
     Free baseball and softball equipment for local organizations serving youngsters up to 
     age 13.

 7) Grant Wrangler Database


STEM Professional Development / Misc. / Events / Contest:

 1) Region 3: Commitment to Quality: Expanded Learning Program Conference
    (January 26, 2015)

 2) After School Gets Techie with Weebly
     (February 12, 2015)

More Professional Development opportunities being planned for 2015


Thanks again for all that you do in the field. Please keep us posted about STEM events/activities in your area. Please feel free to contact us at any time.

 Monica Gonzalez-Williams (SCOE: Region 3: After School Regional Lead):mgonzalez@scoe.net

Phil Romig: (SCOE: Science Curriculum Specialist): promig@scoe.net

Mark Drewes: (SCOE: Project Specialist II: After School): mdrewes@scoe.net
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Tuesday, November 18, 2014

Guidance on New Science Standards


California Department of Education: News Release


SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson said the state is one step closer to implementing the California Next Generation Science Standards(CA NGSS) as the State Board of Education today adopted a new plan.
            “This plan lays out what the state, districts, and the community can do to ensure that the exciting new science standards are implemented smoothly,” said Torlakson. “These standards will provide all students with a deeper understanding of science so they are better prepared for college and careers, including jobs in the high-technology fields,” said Torlakson.
            The NGSS Systems Implementation Plan for California offers school districts and the community strategies on how to provide educators training and resources to teach the new standards. The plan helps districts align local testing to improve teaching and learning. There are also tips on improving communication; how to get everyone to work together; and using the new standards in before and after school programs.
            The CA NGSS moves away from teaching science by rote memorization in a single subject matter, and now teaches students how to use analytical skills learned in several subject matters to understand the world around them. For example, CA NGSS integrates engineering and technology practices to help students understand science and the natural world. The CA NGSS also connects students with the Common Core State Standards, which teach them 21st century skills needed for college and careers.           
            Science, technology, engineering, and mathematics (STEM)-related industries are major drivers of California's economy. A 2011 U.S. Department of Commerce study found that over the last decade, growth in STEM jobs grew three times faster than other occupations, and will continue to outpace non-STEM jobs in the next decade.                 
            California was a lead partner in a national movement to develop the NGSS. The State Board of Education adopted them in 2013 to better prepare students for college and careers in STEM fields. The CA NGSS replaces the old science standards last adopted in 1998.

Now on to all of the great hands-on project based STEM learning activities that the expanded learning program practitioners are engaging students in around Region 3.


Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: 5th Grade

Number of students who took part in the activity: 20

Type of Activity: S.T.E.M. - Building Your Own Marshmallow Catapult

Learning Outcomes- Students were able to: 

  • Describe how force affects the motion of a projectile
  • Discuss the uses of catapults in industry and connections to engineering
  • Explain and compare the meanings of accuracy and precision
  • Explain the optimum angle (45 degrees) for launching a projectile the farthest distance
  • Explain and demonstrate higher-level thinking of how to construct a catapult with different materials
  • Collaborate with a partner to solve problems, design, build, and test the mechanism

SCCSC Expanded Learning Program Staff checking for understanding.
SCCSC Expanded Learning Program student showing off their catapult.


Another SCCSC Expanded Learning Program student proudly showing off his catapult.

For more information on this S.T.E.M. activity please contact Kae Saeteurn at kae@sccsc.org



Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center



Grade Level of Activity: K-8th

Number of students who took part in the activity: 113

Type of Activity: School to Fuel Program: The School to Fuel Program of Breathe California of Sacramento (BREATHE) aims to improve our local air quality by working with schools to collect cafeteria food waste and transport that waste to a local biodigester for conversion into clean fuel and electricity.  The afterschool program staff, headed by Monik Vega, piloted School to Fuel with amazing success. School to Fuel now seeks to roll-out site-wide to collect more food waste, but student and staff participation is key for continued success!


Learning Outcomes- Students were able to: 

  • Learn how to separate food waste and trash
  • Learn how to dump the food waste in the dumpster
  • Learn how to explain this program to other students
  • Learn about how the School to Fuel Program is helping to save our environment
SCCSC students taking part in a BREATHE activity.

An SCCSC student taking part in a BREATHE activity.


SCCSC displaying their messy gloves during a BREATHE activity.




Name of Out-of-School-Time Provider: Sacramento Chinese Community 
                                                                    Service Center


School Site: Nicholas Elementary

Grade Level of Activity: 3rd

Number of students who took part in the activity: 18

Type of Activity: Foil Boats


Learning Outcomes- Students were able to: 

  • Design a boat using a 12" x 12" piece of aluminum foil to understand buoyancy of objects 
  • Use teamwork to come up with one design that will hold the most mass
  • Test different designs before deciding on final design and starting their model
  • Predict how many crayons their boat would hold
  • Hypothesize why their boat sank and how they could build a better model next time
  • Deepen their understanding of the scientific method and the engineering and design process

A group of SCCSC students testing their foil boat.
Another group of SCCSC students testing the design of their foil boat.


The winning foil boat vs mass design.


For any information in regards to this activity, please contact Rian Carroll at rain@sccsc.org.


Name of Out-of-School-Time Provider: Boys and Girls Club of El Dorado County 
                                                                     Western Slope

Grade Level of Activity: 3rd through 5th

Number of students who took part in the activity: 20



Learning Outcomes- Students were able to: 

a) Learn that scientist investigate by making observations and performing tests
b) Deepen their understanding of air resistance
c) Explore and understand that skinny streamlined shapes can move                                      
     faster because they have less air resistance
d) Understand that air resistance is an important factor in designing rockets                                
     fast takeoffs and soft landings

BGC students trying to slow down the pull of gravity.


BGC students deepening their understanding of air resistance.


BGC testing their rocket and parachute design.

For more information on this activity please contact Shandra Raymond at shandra@bgce.org.

Name of Out-of-School-Time Provider: Boys and Girls Club of El Dorado County 
   Western Slope

Grade Level of Activity: 6rd through 8th

Number of students who took part in the activity: 20

Type of Activity: Engineering Everywhere


Learning Outcomes- Students were able to: 

a) MS-ETS1-1 Define the criteria and constraints of a design problem
b) MS-ETS1-2 Evaluate competing design solutions
c) MS-ETS1-4 Develop a model to generate data
A BGC student testing her design theory.
For more information on this activity please contact Shandra Raymond at shandra@bgce.org.
STEM and Other Pertinent Articles:

1) How Cross-Sector Collaborations are Advancing STEM Learning (Noyce)

 2) Why We Need to Value Student's Spatial Creativity (KQED)

 3) The Value of Connecting the Dots to Create Real Learning (KQED)

 4) Comprehensive Plan to Strengthen Future Computer Science Workforce (CSL Network)

 5) Five Great Teachers on What Makes a Great Teacher (NPR) 

 6) America After 3 PM: How are kids spending their time after school?
    (After School Alliance Report)

 7) STEM and Writing: A Super Combination (Edutopia)

 8) 8 Strategies for Teaching Academic Language (Edutopia)

 9) FUSE: Next Generation Brief Provides Strategies for Integrating NGSS (TASC)

 10) Policy Brief: Next Generation Science Standards: Considerations for Curricula, 
      Assessments, Preparation, and Implementation (MCREL)

 11) New Study Offers First Look at LCFF in CA School Districts (Ed Brief)




STEM (and other Integrated Core Content) 
Activities/Videos/Websites/Podcast:

 1) When Women Stopped Coding (NPR Podcast)

 2) George Washington Carver: Renaissance Man (Science Friday Podcast)

 3) Smart Milk Jug Invented by Sixth Graders (Science Friday Podcast)

 4) Letter to a Young Scientist (Science Friday Podcast)

 5) Zip Line Zoo (Activity: Grades 3-5)

 6) Goodnight Moon, Goodnight Math (Science Friday Podcast)

 7) One for All: A Natural Resources Game (Activity: Grades 6-12)

 8) No Waffling on on the Numbers (Activity Grades: All Ages)

 9) Fashion Circuit (Activity Grades: 5-12)

 10) One Problem, Many Approaches (Teaching Chanel: Video)

 11) After School and Next Generation Science Standards: Where to Start?
      (After School Alliance: Webinar)

12) Engineering Adventures: Bubble Bonanza (Grades 3-5)

 13) Land Based Learning (Professional Development / Resources)

 14) 3D Space Gallery (NASA Resources)

 15) Code Curriculum (Free at Code.org)


STEM Grants:

 1) Project WET: Grant Database (Over 20 different grants available)

     Grants are made for activities that promote and support high-quality educational 
     programs, enable children and youth to understand and appreciate our world through
     learning experiences and engage them in active, hands-on projects to improve the 
     environment in their schools and communities. CPF grants are limited to $2,500 and 
     preferential consideration is given to applicants who have secured at least 50% 
     matching or in-kind funding for their program.
     (Deadline: Will fund as many projects that annual resources will allow. )
     (January 31, 2015 for fall and winter projects)

 3) California Regional Environmental Education Community (CREEC Database)


 STEM Professional Development / Misc. / Events / Contest:

 1) California Environment Education Community (Resource Page)

 2) Encouraging Collaborative STEM Work (Online Professional Development)

 3) Hour of Code (December 8-14, 2014)

 4) The Tech Challenge (Contest 2015)

 5) SF Bay Area 5th Annual STEAM Colloquium (January 30, 2015)

 6) California After School Resource Center: Explore It! (Free: Online PD)

 7) California After School Resource Center: Dig In!  (Free: Online PD)


Thanks again for all that you do in the field. Please keep us posted about STEM events/activities in your area. Please feel free to contact us at any time.

Monica Gonzalez-Williams (SCOE: Region 3: After School Regional Lead):
mgonzalez@scoe.net

Phil Romig: (SCOE: Science Curriculum Specialist): promig@scoe.net

Mark Drewes: (SCOE: Project Specialist II: After School): mdrewes@scoe.net






     



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