GEMS-Net Newsletter
June 2018
Welcome
Welcome to the GEMS-Net June 2018 newsletter. As we quickly approach the end to another school year, we hope your final science course is going well. We appreciate having a glimpse into your science classrooms via our twitter page. Check out the most recent posts @gemsnet10 . Also, be sure to visit the Flipgrid and Padlet as a valuable resource for collaborating with members within the GEMS-Net community. Thanks for taking the time to explore this edition of the GEMS-Net newsletter. We hope everyone has a successful end to the school year. Enjoy your summer!
Best,
The GEMS-Net Team
URI's Teacher at Sea Program Still Accepting Applications
Deadline to Apply for the Teacher at Sea program is June 1, 2018!
If you are a Rhode Island educator and have an interest in working with scientists to conduct marine research, look to apply for the URI's Teacher at Sea program. While spending a few days aboard the R/V Endeavor, educators will have the opportunity to use research instruments, conduct experiments, and learn research techniques. This year the program will run from July 31st - August 3rd. This incredible experience is highly recommended by several GEMS-Net Teacher Leaders who have participated in the past. To get a glimpse inside the experience be sure to read Kimberly Bontempo's account of her time spent on the Endeavor last summer in the GEMS-Net March 2018 newsletter. We hope you consider participating in this exciting opportunity. To learn more about the program and how to apply check out the flier below and visit the Teacher at Sea website: http://omp.gso.uri.edu/ompweb/content/rhode-island-teacher-at-sea. If you are interested and available, remember to apply by June 1, 2018.
Community of Practice
Science and Engineering Practices
"Any education in science and engineering needs to develop students' ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of text that are intrinsic to science and engineering (NRC Framework, 2012, p. 76)."
When students obtain, evaluate, and communicate information encourage them to use both first-hand and secondary sources. After students explore scientific phenomena through hands-on investigations, we need to teach them how to read the data they collect and identify the most important pieces as evidence for supporting a claim. By using their notebooks as a first-hand source, students are better prepared to produce a domain-specific text where they can communicate their understanding and argue a claim. As students look to build upon their content knowledge and/or strengthen an argument, they can also use secondary sources (written text, video, multimedia, infographics, photographs, etc) to conduct research. When student follow the Strategic Research Framework (see Reading With a Purpose below), they become highly engaged in reading domain-specific text by identifying and collecting relevant information related to the purpose. When it comes time to communicate their ideas students are expected to rely on the evidence obtained from their research when discussing topics with classmates. This discourse provides students with the necessary content and language supports to produce their own domain-specific text whether it be a written, verbal, or developing a model.
Teacher Tips and Tricks
Before students can produce a high quality domain-specific text, they must first understand the difference between data and evidence. Pose the following question to your students: What is the difference between data and evidence? Many of them may have a hard time distinguishing between these two terms. Support students' understanding that data is all the information collected during an investigation (observations and/or measurements) or when researching. Whereas, evidence is only the most relevant data you select to support a claim you are trying to argue.
During shared writing sessions, take the opportunity to model the importance of selecting only the most relevant data to serve as your evidence. Have a class discussion about which pieces of data should be included as evidence and why they are important for supporting your claim. Once this skill has been taught and modeled, allow students to use a highlighter to mark the evidence from their notebook that they wish to include in their science writing or during a class discussion. By using only the highlighted evidence as opposed to including all the data collected, students will strengthen and improve the overall quality of their argument.
Preparing for a class discussion by highlighting evidence after researching how properties of matter change.
Strategic Research Framework
Collecting information from a multimedia resource to learn more about chemical reactions.
Join the Conversation!
Explore the Standards
Next Generation Science Standards © Copyright 2013 Achieve, Inc. All rights reserved. NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, nor do they endorse, this product.
GEMS-Net Teacher Leader Program
Teacher Leader Highlight
Written by Cathy Knasas
Community Elementary School in Cumberland, RI is a very special place. We have wonderful teachers and administrators, over 600 enthusiastic students in grades K-5, and very supportive parents. As the name suggests, we are a tight-knit community. When we suddenly lost a fifth-grade girl four years ago due to illness, however, we were filled with sorrow. As a community, we wanted to do something special to remember her. A fifth grade teacher, Dianne Boisvert, spearheaded the “My School Color Run” in the fall of 2016 to raise money that could be used in memory of the little girl we lost who loved being outdoors.
With the “My Color Run” event as the impetus, the idea of an Outdoor Classroom was born. Not only would it be a beautiful place of remembrance, but it had the potential of becoming a wonderful learning environment. When we researched about outdoor classrooms, we discovered they could be places for science experiments, group work, reading, writing, and a place for children to connect with nature. We soon learned that there are many benefits to having class outside, such as: increased student engagement, a rise in student motivation, and improved student behavior. We also learned that overall student achievement can be enhanced when students learn in nature. Furthermore, children begin to form a sense of place and begin to develop stronger environmental attitudes and civic behaviors when they go outdoors.
At Community School, we are lucky enough to have a beautiful outdoor space. We have 3 distinct areas that are open space, including a wooded area, a hillside area (which is now our amphitheater seating), and a sunny, more private area (which is now our butterfly garden). These areas are almost natural outdoor classrooms anyway. They just need some structure, development, and cleaning up.
Another burst of inspiration came from a GEMS-Net teacher-leader meeting at Exeter-West Greenwich Jr./Sr. High School last April. Teachers toured the amazing STEM Park created at the school and took copious notes and lots of pictures! Seeing the potential of what could be done was invigorating.
Last summer (2017), we used some of the money from the “My Color Run” to pay for outdoor amphitheater seating on the hillside. A construction company, Digger’s Landscaping, Inc. in Cumberland, RI, completed this work for us. Additionally, a family member of one of the teachers at Community School created a beautiful outdoor white board and cabinet that was placed at the foot of the amphitheater. I have actually brought my classes out to the amphitheater for math class this year! The students love being out there, and ask about it regularly!
The next step in our Outdoor Classroom was to develop a small group work area and garden in the sunny, more private space behind the school. For this, we knew we needed some help! Luckily, this past fall, Community School was awarded the U.S. Fish and Wildlife Grant for the Schoolyard Habitat program. We have had the pleasure of working with Cindy Corsair of the U.S. Fish and Wildlife Service, and Lauren Parmalee of RI Audubon Society in the planning of an outdoor garden for our school. The garden must provide a habitat for local species of animals, and therefore, native plants must grow in the garden. We were very fortunate to have the guidance of a local master gardener, Theresa Melvin from Cumberland. She was able to give us tips, suggestions, and reassurance that we were going in the right direction when choosing plants for the project.
The grant is for three years, helping out with three phases of the project. Year 1 is for $2,000 to help construct the schoolyard habitat, which in our case, is the butterfly garden. In Years 2 and 3, we will receive $500 each year to help maintain and add to the existing schoolyard habitat. Some ideas we have for the next two years are adding birdhouses, a bat box, and a rain barrel. We would also like to create a nature trail in the wooded area behind our playground. Each member of the committee has had an important role in each piece of the project. We also involved other members of the school community, as well as local businesses.
The final aspect of the garden is the very reason we decided to create it - the remembrance of a very special little girl. Sadly, last year, we had another tragic loss, as one of our sweet, kind Kindergarten students passed away. How could we pay tribute to both girls? Our amazing leader, Dianne, had a very touching idea - to plant a flowering tree in between two benches in the corner of our garden. The husband of one of our first grade teachers designed and created the benches for the girls.
There will be a ceremony on June 13 to unveil our new Schoolyard Habitat Butterfly Garden, which will lovingly be called, “A Special Place.” It will indeed be a special place to learn, a special place to remember, and a special place to be outdoors at Community School.
What's Happening
Bee Rally at RI State House
Contact Us
Email: gemsnet@etal.uri.edu
Website: https://web.uri.edu/gemsnet/
Phone: (401) 874-6008
Twitter: @gemsnet10