Periodic Table Pixel Art - A Digital Activity

A couple of years ago I created a periodic table pixel art activity inspired by a card sort activity published by the ACS. This morning Ms. Widrig shared a really cool mystery picture activity within the Facebook Group Digital INBs and Binders, an amazing group of educators that have come together to share ideas, lessons, and activities in preparation for the digital re-opening of schools in 2020. Mashing what I had with her example, I transformed 5 of my original sets of  30+ clues into a digital activity.

In the interest of sharing forward, here is a link to a force copy of the complete set for you to download/use/adapt for use in your own classrooms. The complete activity is self-checking (including capitalization), making it a good activity for assessment or review.

Digital Periodic Table Pixel Art File

Cross Cutting Concepts Graphic Organizers for Digital Notebooks

For a while now I've been working with the NGSS's cross-cutting concepts, inviting my students to take ownership of them. As part of this process, I have often used graphic organizers to help my students process and make connections between big ideas. This year, as we move completely away from paper, and into the world of digital notebooks, I knew that I would need to transform all of the organizers and prompts I've collected over the years into digital versions so my students could add to them into their digital notebooks. I am finally done, and as always I am sharing them with any teacher that needs them.

In order to create your own copy of the slide deck where the organizers are found, click here.

It is important to mention that the organizers have no instructions other than textholders stating "type here".


These slides are intended not as a stand-alone digital notebook, but rather as masters that can be added to your existing notebooks. If you are unsure about how to add them to your own teacher digital notebook, you may wish to watch this video.

Data visualization, an important 21-century skill

Although the gathering of raw data and its analysis is not new, in this era of information overload, it has become an increasingly important skill. A quick search of the importance of data visualization opens up a multitude of articles that tell the story about the need to teach our students to manage, work with, and analyze vast amounts of information into visuals that can easily convey complex concepts almost at a glance.

Data Visualization - What it is and why it matters

The Importance of Big Data and Data Visualization

In the context of science the use of data visualization is deeply rooted in all three dimenstions (practices, disciplinary core ideas and crosscutting concepts). Data visualizations not only force us to analyze and interpret data, but also create visual models (charts, graphs, etc.) with it and construct arguments derived from it. The data comes from the disciplinary core ideas. For example, you must collect data on things like increase in global temperatures or carbon emissions if you are studying human impact on Earth systems, while data in population variations over time is at the core of Ecosystem dynamics, functioning and resilience. If we think in terms of crosscutting concepts, data visualization helps us identify the patterns in the data and understand systems and system models.

With all this in mind, and considering that the data is out there, how do you teach students data visualization techniques? It is not enough to simply tell students to create an infographic. After all, you do not want them to create a collage of images that do not tell the story of the data. In looking for anwers to this, a while back I took the course on Infographics on KQED Teach 

"KQED Teach is a free online learning platform, that supports educators’ growing media literacy needs by helping them develop the media skills necessary to bring media production to their learning environments."

The course itself contains easy to digest modules that guide you through the design process for an infographic, considering elements such as font combinantions, colors and great places to manipulate images. This in turn is easy to adapt to any lesson you are currently teaching where data plays a role.

Here are a couple of examples that my students have created using the skills I was able to teach them through the use of this course.

Invasive species:

Endangered species:

Severe Weather Project

There is, of course, still work to be done, especially regarding the creation of graphs and charts to map ideas, but I think we are off to a good start. What do you think?

A Chemical Bonding Lesson with Old-School Manipulatives

For many years, I have been using ACS's "Middle School Chemistry" as my main curriculum to teach chemistry concepts in my middle school classroom. I love the simplicity and ease with which these lessons can be used in a classroom that does not have a traditional lab set-up. I have also always felt very confident with the knowledge gained by my students through the use of this curriculum. However, this year, as I was moving along in the unit, I came to the realization that this particular crop of students was very comfortable reciting answers without much in the way of understanding.

This was especially apparent when it came to bonding. In our assessment, my students were able to recite the difference between covalent and ionic bonding, but as soon as the question required even an iota of critical thinking, they were completely lost. Mind you, this is middle school chemistry, and I know that many of these students are not particularly interested at this point in pursuing chemistry careers, but I still felt an obligation to ensure that they could do more than simply recite information.

So, I set about trying to find some way for the students to gain that conceptual understanding of bonding that I saw as lacking. During these explorations, I came across a couple of good things that students could do in a virtual space - the ChemThink tutorials for example. These were good, but a little too much for middle school. As I continued to look for something that students could manipulate I found an awesome SEP lesson titled "Exploring Chemical Bonding", and that is when it became clear. If students could actually manipulate those valence electrons, perhaps they would finally move beyond stating "covalent bonds form when non-metals share electrons", and actually be able to explain why.

I modified the SEP lesson templates (simply to add color to the valence electrons so that students would not lose track of what they had) and  dedicated one full Saturday (and over 500 brass fasteners) to creating 9 sets of atoms. I also created a sheet to go along with the manipulatives that would help guide students through the task. Here is a link to the adapted lesson plan.

With all of this in place, Tuesday morning I finally taught the lesson, and was overwhelmed by the engagement and results. Although the students did struggle a bit to finally figure it out and at times I felt like a spinning top as I tried to listen in on all the conversations that were happening, having these old-school manipulatives helped my students visualize exactly what was needed for the different types of bonds to form. Physically moving electrons created the opportunity for actual discovery of concepts in a way that no computer simulation had been able to achieve. Even though creating all of those atoms took a lot more time than many teachers usually have, I highly recommend spending that time. Your students will reap the benefits of handling your "old school" manipulatives!

My students are taking ownership of the NGSS - Part 2: The Crosscutting Concepts

In a previous post, I talked about how my students have taken ownership of the Science and Engineering Practices by identifying the practices and making their thinking visible. When it came down to tackling the Cross-Cutting Concepts (XCC) with the students, I knew that I had deliberately model the thought process and make the connections visible. I disagree with the statement, "If you are teaching the content, students will grasp the crosscutting concepts. I don't need to teach the connections"; I cannot expect the students to just magically connect the dots themselves.

This led me down the internet rabbit hole, looking for a way to clarify my own ideas about the CrossCutting Concepts, as well as a framework that I could share with the students. During that exploration I came across Peter A'Hearn's CrossCut Symbols. Not only does he provide some cutesy graphics, but delving deeper into his site, I discovered that he had taken the time to develop a series of questions that can guide students in their explorations of the XCC. The framework had already been created!

I printed out his graphics and questions, and placed them in the back of my room, really as my own reference to use while I was teaching. When the students entered, they noticed the change, and being who they are, asked "What are we supposed to do with that?". As usual, I put the question right back on the student's shoulders and replied, "I don't know... What could you do with that?" To my surprise, one of them answered, "Well, we could try to answer the questions." That simple statement was the beginning of the XCC interactive board, and what has become my go to exit ticket for all classes.

As I am teaching, I will move to the board and sometimes point to specific XCC as I explain my thinking. At the end of each day, students are invited to write post-its in response to connections they made to specific XCC. This is a win in itself.
I read through the post-its, but do not use them for anything other than to guide my instruction and address misconceptions if needed. The only "reward" the students get for doing this is when one of them makes a significant leap, and it gets mentioned during a subsequent lesson or as a starting point for a discussion.



Now, for the real ownership part. This exercise has started to trickle down to their weekly writing. Notice the wording of that last sentence. That is the XCC - Stability and Change.

Although we have a ways to go in the "explaining department", the fact that they are beginning to add those ideas to their weekly writings makes me believe that we are on to something great.

What do you think? I would love to hear some more ideas about how to help students take ownership of the NGSS.

My students are taking ownership of the NGSS - Part 1: The Practices

Image source: http://www.slideshare.net/nashworld/ngss-workshop-2013-2 

In a recent conversation with a group of colleagues, I was surprised to hear comments such as:
"I teach science, this NGSS are just the same content standards I already use",  "I use inquiry all the time; my lessons are already NGSS aligned" and finally "If you are teaching the content, students will grasp the crosscutting concepts. I don't need to teach the connections". This got me thinking about just what the NGSS asks educators to do, and what it means in terms of guiding student learning.

At its most basic, the NGSS tells me:

• What to teach: Disciplinary Core Ideas
• How to teach it: Science and Engineering Practices
• Why I teach it: Cross Cutting Concepts

I teach middle school, and my district has not decided whether they will adopt an integrated or science domain model. However, even if I don't know this yet, I decided that I needed to begin working towards analyzing my lessons to determine whether they are NGSS aligned, and to make the alignment visible so that students can really become immersed in the content. For this, I need a different mindset.

The question then became, "How do I get my students to think like scientists so they can make the connections necessary to apply the cross-cutting concepts?" In my quest to answer this question I asked my students to recognize when they were applying the Science and Engineering practices in my classroom. I provided students with the same yes/no questions I use when I am developing my lessons and gave them sentence frames to compose their answers.

The following examples represent student responses to the same lesson.

The fact that both students identified different practices is not a problem. They just have different perspectives on what they did to develop an understanding of the content. That in itself is a win towards making "thinking like scientists" visible and NGSS alignment

Going back to the original conversation, and specifically the comment "I use inquiry all the time; my lessons are already NGSS aligned", I would say, unless the students are asking the questions and developing their own investigations, the lesson is not NGSS aligned. Inquiry is not equal to NGSS alignment. However, having the students think like scientists as they develop their understanding is a first step.

What do you think?

Gamifying the NGSS

The NGSS standards are asking students to apply science and engineering practices in order to understand how cross cutting concepts play out disciplinary core ideas. The three dimensions of the NGSS require much more than a simple addition to an inquiry lesson. The student who is not able to make connections across the content and apply his/her understanding to one DCI concept to solve a problem or answer a question in a different context or DCI has not mastered an NGSS standard.

As I considered different ways to modify my instruction in order to provide students with maximum exposure to the science and engineering practices (S&EP), as well as the crosscutting concepts (CCC), I read Leigh Roehm's lesson "pHun with Phenolphthalein" at the BetterLesson website*. In it she masterfully exemplifies just how to incorporate the crosscutting concepts into what she calls the Ladder of Discourse. Through the use of the strategy, she transfers the responsibility for the crosscutting concepts from the teacher to the students! This got me thinking about doing something similar with the S&EPs, which finally led me to the idea of gamifying the three dimensions of the NGSS.

Before I explain, I invite you to visit any of the grade-level sites I created for this. If you check out the How to Play in any of them, you will perhaps get the idea of just what I mean about how the NGSS are tied into the game.

http://mariana68.wix.com/adventure2015-5	http://mariana68.wix.com/adventure2015-6
http://mariana68.wix.com/adventure2015-7	http://mariana68.wix.com/adventure2015-8

Disciplinary Core Ideas

The DCIs are present in the training rooms. These are the concepts I cover, mostly using PBL which already gives a lot of opportunities for choice, and do not provide XP or gold coins. The main reason I have for this is that in my previous attempts at gamification, including them in the leaderboards becomes a grading nightmare (see Gamified Classroom - A Year in Review). However, as the year progresses I will be granting access to PowerMyLearning and MySciLife activities that will allow the students to gain XP and gold coins through choices in this area.

Science and Engineering Practices = XP

These are gamified, providing students the opportunity to gain XP and level up by writing weekly blogs. I first introduced my students to the idea of obtaining XP for weekly writing two years ago (see Gamification, starting really small). The structure of the posts has changed over the years, and in this iteration I am asking the students to engage with a specific character, depending on the game, and provide evidence that they have  acquired experience in the S&EPs. To gamify the S&EPs meant that students needed a structure that would allow them to make each of the practices visible in their writing. In order to create the structure I used Rodger W. Bybee's article "Scientific and Engineering Practices in K–12 Classrooms", transforming each of the practices into student-friendly statements that they can choose to write about.  It also meant that they needed a purpose to push themselves in the critical thinking required by the assignment. This is where the leveling up comes in as higher levels of XP mean privileges, such as being able to use their phones or listen to music in class.

Crosscutting Concepts = Gold Coins

In thinking about what I want students to get through the gamified experiences I was creating, it made sense that the crosscutting concepts became the boss battles. Being able to identify and explain big underlying ideas that span different content areas is what the crosscutting are about, and as such require a rather deep understanding of the content. It also means that students need to be able to revisit them over and over as their understanding grows. The irony is that these were by far the easiest to gamify. I created the Boss Battles by  transforming the K-8 statements from the NSTA's Matrix of Crosscutting Concepts, and added the Ladder of Discourse I mentioned earlier to further help the students draft their "battle". At the moment, the battle arenas are set up in blogger, providing students a dedicated space to engage in them. However, this might change as my goal is to have the students keep the same arenas for the four years that they have with me, so the page structure I propose might become too cumbersome. I am even toying with the idea of having actual "boss battle" days in the form of classroom debates - but that is a post for another day.

At this point you may be asking why I decided to award gold coins instead of XP for engaging with the crosscutting concepts. This really comes down to motivation and the difficulty I am expecting some of my students to have with this shift, especially in the lower grades. Not every student will make a big connection every week. However making that connection and being able to explain it can, over time, earn the students big rewards. 

So, what do you think? Let the conversation about gamifying the NGSS begin.