GEMS-Net Newsletter

Welcome to the GEMS-Net Fall 2019 newsletter! We hope everyone has been enjoying the Earth Science courses. As you dive deeper into these course, look for those opportunities where you can take the learning outdoors. The fall is a great time to extend your science instruction into the schoolyard or local community. Provide students with opportunities to explore their outdoor environment so they can start making connections between the concepts they learn in the classroom and their experiences in the natural world.

The GEMS-Net team is also happy to welcome our newest Teacher-In-Residence, Pat Lapierre, to the team! Pat is a teacher in the Burrillville School Department and has experience teaching science at both the elementary and middle school level. Her experience with implementing science instruction at such a wide range of grade levels will truly be an asset to our team.

It's been great working with many of you already at initial workshops and in your schools. We're also excited about our upcoming advanced workshops which will allow K-2 and middle school teachers to dive deeper into their physical science courses. Just a reminder that even if you are not scheduled to attend any workshops this year, you are still part of the GEMS-Net community. Please reach out to a GEMS-Net team member with any support you may need. No request is too small. Our goal is to make sure that you feel supported when implementing your science courses. Have a great school year and looking forward to working with everyone soon!

Best,

The GEMS-Net Team

Social media is a great way to stay connected with what's going on in our GEMS-Net community as well as collaborate and converse with other GEMS-Net teachers. If you have something to share (and trust us, you all have something fabulous), spread the word by reaching out to the GEMS-Net community online via our Facebook, Instagram, or Twitter pages. When posting on social media remember to tag us @gemsnet on Facebook and @gemsnet10 on Twitter and Instagram.

Check out these snapshots from some of our work over the summer!

Our Earth Science courses are in full swing!

Here's a peek inside some GEMS-Net classrooms and workshops.

Using Mathematics and Computational Thinking

Last school year, the GEMS-Net team was awarded a National Science Foundation (NSF) grant to explore how Rhode Island elementary teachers currently engage students in computational thinking skills. We developed a research team comprised of different stakeholders within our partnership including GEMS-Net staff members, teachers, administrators, and University of Rhode Island faculty. More specifically, the team is interested in researching the following questions:

• How do computational thinking concepts align with those in elementary core disciplines?
• How often and in what ways is computational thinking currently being taught in grades K - 5?
• Which computational thinking concepts and approaches more strongly correlate with which disciplines?
• What teacher-level and school-level factors explain the use of computational thinking across the curriculum?

Last spring, we sent out a survey to elementary teachers in Rhode Island to gauge the levels of computational thinking being implemented in our elementary schools. If you are a Rhode Island elementary teacher and have not had a chance yet, please click on the following link and complete the survey: https://www.surveymonkey.com/r/ComputinginElementary. Our goal is to share the findings from this research study with the education community so that we can better develop professional development for teachers that enhances how they're already integrating computational thinking into instruction and provides more support in areas of need.

Some of the work the research team has been engaging in over the past year involves identifying and defining relevant computational thinking skills. Using the Barefoot Computing Framework, CS K-12 Framework, RI CS Standards, and ISTE Computational Thinking Competencies as starting points, the team narrowed down our focus to these 4 main computational thinking approaches: algorithms, abstraction, decomposition, and patterns. If you are interested in learning more about this research project, click on the PDF below to read the NSF report.

What does this look like in a classroom? When students create a sequence of steps to solve a problem or achieve an outcome they're using an algorithm. Abstraction helps students to remove any unnecessary details or information so that they can concentrate on a specific focus. By breaking down a a complex task into smaller parts, students utilize decomposition to make completing the task more manageable. Throughout the day students identify patterns by spotting common similarities and differences to make predictions, create rules, and solve more general problems.

Did you know that you are probably already implementing computational thinking in your teaching? When students plant a seed in science class, they are following an algorithm. During math instruction, we teach students how to decompose numbers when solving more complex problems. Students use abstraction when crafting summaries and taking notes while researching. Across all content areas we continually ask students to notice, analyze, and interpret patterns. These are just a few examples of how computational thinking is already integrated into our instruction. But the reality is you can probably find computational thinking in a majority of the lessons you teach because the essence of these strategies is to provide students with thinking tools to solve problems. The challenge lies in developing a common language. So what next steps can we take as educators to help support our students?

A great way to start getting students to "think about thinking" would be to share the poster below (PDF link available) and highlight some examples of how they are already engaging in these computational thinking strategies in all subject areas. Create a word splash and brainstorm a list of what we "call" each strategy in the different content areas. For example, an algorithm is called a procedure in science, whereas we may refer to it as a sequence during ELA instruction. Ever use Order of Operations in math class? Call it what you like; they're all algorithms! This lack of consistent language makes content areas feel unrelated. However, seeing that computational thinking is an interdisciplinary endeavor can be a powerful tool for students and help them become more effective problem solvers. Therefore, it's our role as teachers to explicitly identify when students are using algorithms, decomposition, abstraction, or patterns so that they can start to make those connections across content areas.

RIEEA is a network of individuals and organizations working together to promote effective environmental education throughout the state. As a way to continue increasing environmental literacy among your students, remember to look for field trips and experiences which help localize and contextualize science. Check out the RIEEA Educator Resource Directory to find these valuable opportunities throughout our state. Be sure to also contact the RI Department of Environmental Management to learn about Wildlife Outreach Programming and field trips.

Read about RIEEA's involvement with environmental literacy in their Community Forums Report (PDF available below).

On June 26th, GEMS-Net teacher leaders from all over Rhode Island attended a Teacher Leader Institute on Block Island. The weather was perfect; the camaraderie, dedication to quality science education and thoughtful planning by the GEMS-Net team made for a wonderful experience for all.

Our day started from Pt Judith for the ferry ride to Old Harbor, Block Island, where we walked a few blocks to the school and the gracious teachers there. We worked on familiarizing ourselves with Computational Thinking (CT), how educators are defining CT and how the concepts and applications can enhance our current lessons. It was lively and informative, complete with plenty of coffee, morning goodies, and a delicious lunch. Next, we boarded a school bus to visit two sites to do work with Block Island teachers and The Nature Conservancy. After a bus tour of much of the island, we stopped at the North Lighthouse and Andy’s Way on the salt pond where we participated in seining and other activities. The guided tour of the wind farm was another highlight of our day when we took a smaller ferry to see the turbines up close and learn about the operation, history and future.

All participants agreed it was an unforgettable and worthwhile experience and we all appreciated the opportunity!

The only remaining question is where we are going next summer?!

Written by Nancy Pesante, 5th Grade Science, Narragansett Pier School

Click on the buttons below to read about how GEMS-Net and its members are contributing to STEM education both locally and nationally!

Pets in the Classroom is an educational grant program that provides financial support to teachers to purchase and maintain small animals in the classroom. The program was established by the Pet Care Trust to provide children with an opportunity to interact with pets - an experience that can help to shape their lives for years to come.

Do you qualify?

• Are you a Pre-K through 9th grade public or private school teacher in the US or Canada?
• Is this your first time applying for a Pets in the Classroom grant this school year?
• Are you aware that if you've previously received a store credit or rebate grant, you are now ONLY eligible for the Sustaining Grant?

If can answer "yes" to these questions, you are eligible to apply.

Interested in learning more about the Pets in the Classroom grant process?

Visit their website: https://www.petsintheclassroom.org/.

Email: gemsnet@etal.uri.edu
Website: https://web.uri.edu/gemsnet/
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Twitter: @gemsnet10