In our September edition, we challenged you to pick a system to study through the lens of the stability and change crosscutting concept. We encouraged you to take a picture or make a sketch of the system you picked and to make observations of your system under study throughout the fall to see how the system was stable and changing. Chelsea selected a potted red Valencia orange tree as her system under study and tweeted some observations about the stability and change of this system throughout the fall. The tree seemed to change very little throughout the fall. Chelsea returned to system under study at the end of spring. Although the overall shape of the tree has not changed much, changes are much more obvious this time of year, with new leaves uncurling, small white flower buds, and even thorns emerging on some branches. |
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We encourage you to go back to the system you studied during the fall, take a new picture or make another sketch of the system, and compare it to the system in the fall. How are they similar? What differences do you notice? How has the system remained stable through times of change?
At this time of year, many of us often start “spring cleaning,” both literally and figuratively. We clean out and get rid of things we no longer need. And we often pause to reflect, reconsider, and let go of less helpful practices, in order to make space for some that are more effective. Just like with our study of natural systems, we can use the stability and change crosscutting concept lens to help us think intentionally about our classroom, school, or district level system. STEM Teaching Tool Practice Brief #75, Using the crosscutting concepts to reflect on and refine Your teaching, asks us to “consider how systems and structures in your classroom, school, or district promote or discourage equity of student participation in authentic science and engineering learning.” To engage in this work we are reminded that “equity-focused transformations come from deeper changes to systems,” and that we must “consider true root causes and effects, as well as locus of control, when using these prompts. Dig deep and avoid deficit-based reasons we assign for student behavior and academic performance.”
Here are the prompts to think about your classroom-, school-, or district-level system through the lens of stability and change:
Refine the dynamics of the learning context.
- What is changing in the (classroom, student, group, etc.) to cause a particular outcome to occur?
- Is there a pattern to a change that is occurring in my classroom?
- How does the shifting dynamic of classroom life inform me about how we are doing when it comes to being an equitable learning community? How do we learn to recognize social injuries and rebuild community afterwards?
- What can I think of that might disrupt my classroom or student learning? Can this be prevented?
Reach out to us if you would like thought partners in this work.
San Diego County Office of Education (SDCOE) Science Team
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California Funding Opportunities for Science Education
Contact us to discuss in-person and virtual professional learning opportunities that can be designed to meet the needs of your school or district. The current state budget includes multiple opportunities for prioritizing and funding science education. Consider each of the following funding sources:
- A-G Completion Improvement Grant
- Learning Recovery Block Grant
- Educator Effectiveness Funds
- California Community Schools Partnership Grant
- Expanded Learning Opportunities Program
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Arts, Music, Instructional Materials Block Grant — CDE Arts, Music, and Instructional Materials Block Grant webpage
- Teacher Residency Program
Please refer to the Prioritized Funding Opportunities document created by the California Partnership for Math and Science Education and The Exploratorium for more information on how each funding opportunity can be used to support high-quality science teaching and learning.
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SDCOE Science Professional Learning Opportunities
Building a NGSS Classroom for Student-Centered Assessment
SDCOE, San Diego Science Project, and California Science Project are pleased to announce the 2023-24 professional learning series designed to build K-12 teachers' understanding and skills in designing and implementing a student-centered assessment system in their classroom aligned to the Next Generation Science Standards (NGSS). Participating teachers build their assessment literacy skills as they create a vision for student-centered classroom assessment, learn to use tools to analyze assessment tasks, and design equitable formative and summative science assessment tasks. Review the fliers below for specific information about each of the four assessment courses that will be offered in the 2023-24 school year:
2023-24 Science Leaders Network
Ongoing convening of science leaders across San Diego County, designed to build capacity of all educators to effectively implement NGSS in the region. Participants receive statewide and local updates, identify and share NGSS resources and best practices for implementation, and develop common messaging and advocacy for science and science support. All meetings will be held in-person from 9 a.m. to noon at the SDCOE main campus, with a virtual attendance option available.
Please reach out to us if you are interested in learning more about local educational agency level support and contracting with the SDCOE Science and Environmental Literacy team. The team can be reached via email: Chelsea Cochrane, Crystal Starr Howe, and John Spiegel.
SDCOE Summer Environmental Literacy Professional Learning
Launching Environmental Literacy in Secondary Science Classrooms
Join us July 10-13 to build your skills in bringing environmental justice projects to your science class. This virtual professional learning series will focus on environmental literacy and climate science and change. We will also connect the NGSS and career technical education to the California Environmental Principles and Concepts. We further aim to connect students with culturally relevant local phenomena to engage in science. Come and learn from experts in the field and collaborate with fellow educators to develop instructional resources for your classroom. See the program flyer for stipend and registration information.
Integrating Math and Science for Early Learners
Learn how to use essential understandings, instructional routines and questions to develop integrated math and science experiences for the prekindergarten through 3rd grade classroom. Leverage the connections between high-quality instruction in science and math to increase learning for all students. Register for the Aug. 3 or Aug. 4 offering of this workshop.
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Additional Science Professional Learning Opportunities
San Diego Nanotechnology Institute (SDNI) Summer Institute
Participants in the SDNI Nanotechnology Summer Institute for Middle and High School Teachers will learn how nanotechnology content can integrate with their current California K-12 NGSS science curricula. During the program, teachers will acquire knowledge that will enable them to prepare a lesson plan that integrates nanotechnology with their science programs and implement such lesson plans during the school year 2023-24. The instructor will be available to assist in the creation and implementation of the lesson plans not only during the training, but during the entire school year 2023-24 and beyond.
In order to qualify, applicants must be ready to attend every day of the five-day program. The training will be online for the first four days and in-person at UC San Deigo on Day 5. We will prepare material kits that teachers will use from home or from their classroom. All hands-on activities will be facilitated by live monitoring from the Instructor. Teachers must also implement their lessons during the 2023-24 school year.
Professional development credits: Participants in this program will receive 30 hours of professional development units that can be reported to their school districts.
Provided stipend/materials: $800 ($500 at completion of the five-day program, $300 after in-class implementation of the lesson plan)
- Full name
- Name of School where teaching
- Grade level(s)
- Science or math topic(s) taught
- Please also indicate your choice of one the following week for the five-day training: June 26-30 or July 17-21.
Application Period: Now open. Closes June 16
Science of Sound and Music
For 8th grade science teachers, there are two separate summer workshops on the Science of Sound and Music: July 12 and 13 or Aug. 16 and 17. Pick either set for what works best with your summer schedule. You will learn how to use a series of web applications and hands-on learning experiences to playfully explore and create sound. You will receive a copy of the Listening to Waves unit that can be used with your students. Find more information and register for Science of Sound and Music .
Climate Champions Design Summit
The biannual Climate Champions Design Summits support participating teams with learning about a local climate-based phenomenon. From exploration of this phenomenon, teams will learn how to use the Understanding Global Change Framework to support constructing models and evidence-based explanations. Participating teams will be provided modeling kits for each teacher to use with their students and be invited to participate in monthly community of practice meetings. The Climate Champions Community meetings are designed to support sharing learning from implementation and connect teachers to new learning experiences with researchers. Complete the interest form.
Cal Academy
In-Person Educator Professional Learning at the Academy
Online Educator Professional Learning at the Academy
Can’t make it to a professional learning session? Check out our Educators Section for science education resources.
Ten Strands
Join us at the Climate Generation Summer Institute July 17 to 19. The first two days will feature meaningful discussions about the intersection of social justice and climate change and collaborative conversations among national climate change education leaders.
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This section of Science News and Updates highlights districts and schools across San Diego County focused on bringing high-quality science learning experiences to all students.
Congratulations to Samantha Stickley, science teacher at San Marcos Middle School, for being recognized as one of the three California State finalists for the 2023 Presidential Award for Excellence in Math and Science Teaching. Samantha joins a surge of fellow state finalists and national winners from San Diego County in the past five years: Brian Shay (math) in 2019, Marlys Williamson (science) and Phet Pease (math) in 2020, and Therisa Cash (math) in 2022.
Thank you to the educators that shared their NGSS in Action stories. If you engage with Twitter, please add #sandiegoNGSS to your NGSS in Action posts.
We know amazing work is happening throughout our county. Please share with us. We’d love to showcase you and your students. If you don’t have time to complete this short Google form, then we encourage you to email Chelsea Cochrane a quick note. We can come to your school and write the story.
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The Energy Coalition — Energy is Everything Curriculum
Energy is in everything we do, from turning on lights and faucets, to driving cars and riding in airplanes, to growing and cooking our food. And the way we get the energy that powers our lives is changing — fast. Students and educators need help to keep up with the challenges and opportunities that accompany the clean energy revolution. Energy is Everything is here to help.
CAELI Partner Portal
The California Environmental Literacy Initiative has launched a new Partner Portal that promotes environmental literacy by building educator awareness of community-based partners and their products and services and fosters relationships between educators and community-based partners for increased student enrichment and engagement. The goals of the hub are to increase the visibility and access to environmental education community-based partners and be a reliable central repository for districts, schools, and teachers to identify programs that align with their local needs and meet educational standards. Learn more about our San Diego partners.
California State Parks — California State Library Parks Pass
In partnership with the First Partner’s Office and the California State Library, State Parks is providing free vehicle day-use entry to over 200 participating state park units operated by State Parks to library card holders. California public library card holders can check out the California State Library Parks Pass via their local public library. If you don’t have a library card, visit your local library to get one. Find your local public library at library.ca.gov/branches. Watch this video on how to get your pass. The pass entitles the user to a free vehicle day-use entry for one passenger vehicle with capacity of nine people or less or one highway licensed motorcycle at over 200 participating state park units. View an interactive map with California’s public libraries and nearby participating state parks.
Parks Online Resources for Teachers and Students
Check out free, interactive virtual field trips for K-12 students to stay connected to our state's natural, cultural, and historical resources. Visit the website to browse programs by location or topic and for booking details. Designed for in-person and virtual classrooms, the programs are customizable for all grade levels and include additional teacher resources built around the program. The fall calendar includes topics such as California's indigenous cultures, towering trees, marine protected areas, immigration stories, gold rush history, and desert ecology.
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The Science of Happiness Podcast
In a new series by The Science of Happiness podcast, we explore the intersection of environmental well-being and our own well-being, where taking care of ourselves and the planet are one in the same and feeling good is not only possible, it’s helpful. Climate, Hope & Science: The Science of Happiness Podcast.
Science-Based Practices For Kinder, Happier Schools
Being an informed and engaged citizen requires some level of scientific literacy. Though the content knowledge of science is important, even more important might be the habits of mind that science develops, such as asking questions, using different methods to find answers, evaluating evidence, and balancing open-mindedness with skepticism. Applying a prosocial lens to science instruction can help develop these habits in relation to real-world issues, empowering students to use science to help others and make the world a better place, while also making science class more interesting for them. Learn more about Prosocial Science.
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To have your event or resource considered for a future edition of SDCOE’s Science News and Updates provide your information via this Google Form. |
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If you have any questions or comments about Science News and Updates, please contact one of our science team members.
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District Advisor, Curriculum and Instruction
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Environmental Literacy Coordinator
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Science Administrative Assistant
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Get up-to-the-minute information about what's happening at SDCOE and in our districts across the county.
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