DECEMBER 2023
WHAT'S GOING ON IN SECONDARY SCIENCE?
JORDAN SCHOOL DISTRICT
It's beginning to look a lot like Winter Break!
Welcome to the December edition of our science teachers' newsletter. As we approach the end of the year, it's time to celebrate the progress we've made and explore the wonders winter brings to the world of science. Let's end the year with a flurry of discovery, encouraging our students to not just learn science, but live it, even during the holiday season. Let's turn these winter days into a laboratory of learning!
CONTACT YOUR SECONDARY SCIENCE SPECIALIST
I am happy to support any science instruction you may need!
TORI JOHNSON
VICTORIA.JOHNSON@JORDANDISTRICT.ORG
801.567.8466
UPCOMING EVENTS & OPPORTUNITIES
Opportunities for Teachers
Upcoming After-School Professional Development!
If you are looking to improve your teaching or work on your 32 hours, we have several professional development opportunities available!
These sessions offer an invaluable opportunity to learn new teaching strategies, stay updated with the latest scientific discoveries, and refine your classroom management skills. They provide a platform to share experiences, learn from peers, and gain insights into overcoming common challenges. Moreover, these sessions often explore ways to make science classes more engaging and interesting, directly benefiting your students' learning experience.
Professional Learning Units & Courses through the NSTA
"NSTA Professional Learning Units are self-paced, flexible short courses designed around relevant science education topics. PLU’s support student-centered learning and can be used toward continuing education credits."
USU Lagoon Physics Day!
The official day for Lagoon Physics Day has been announced! The date will be FRIDAY, MAY 10, 2024! Registration has not opened yet, but we will send more information as it comes.
TEACHER SPOTLIGHTS
7th Grade: Aaron Duncan
7TH GRADE SCIENCE | JOEL P JENSEN MIDDLE SCHOOL
"Aaron has been a rock at Joel P for 11 years! He is one of our best teachers and structures his class so that his students get the most out of his lessons. He promotes cooperative learning in his classroom and his students are always challenged to explain what they're learning. He's a perfect example of what it means to teach 'bell to bell'. His students are lucky to have him!"
Aaron Hunter, Principal at JPJMS
"Aaron enjoys showing his students science in real life. He demonstrates a lot of different things that take place in our world and uses science to explain these things. He will bring FIRE into the classroom, demonstrate how magnets work, egg drop challenge, microscopes, and so much more. His students learn so many fun science concepts in his classroom."
Amanda Bryson, Teacher at JPJMS
What do you love about science teaching or what made you want to be a science teacher?
Growing up, the only textbook I willingly read was an AP Biology textbook. I love learning and discovering how things work, and once I discover something, I have to share it. I love helping people see and learn the things I've learned.
What are some of your hobbies and/or how do you like to spend your time outside of teaching?
Outside of teaching, I love spending time with my wife and kids. We play a lot of board games together.
What's the best advice or mantra you live by for your teaching?
I aim for 3 things each day: love the students, help kids see that science is fun, and help the kids learn something (anything). Passing tests is a bonus.
THOUGHTS ON SCIENCE INSTRUCTION
Research Brief: The Informal Formative Assessment Cycle as a Model for Teacher Practice
"Informal formative assessment in the classroom takes place when a teacher elicits student thinking and makes immediate use of this knowledge in instruction. In this study, researchers studied three teachers with varying informal assessment practices to explore the nature of informal formative assessment and its connection to student learning."
STEM-Teaching-Tool-16-Informal-formative-assessment.pdfWhy focus on the science and engineering practices--and not "inquiry?" Why is "the scientific method" mistaken?
"For decades science education has engaged students in a version of science inquiry that reduces the investigation of the natural world to a fixed, linear set of steps—sometimes devoid of a deep focus on learning and applying science concepts. Rigid representations of a single "scientific method" do not accurately reflect the complex thinking or work of scientists. The new vision calls for engaging students in multifaceted science and engineering practices in more complex, relevant, and authentic ways as they conduct investigations."
STEM-Teaching-Tool-32-Practices-Not-Scientific-Method.pdfCONTENT RESOURCES
Teacher Lesson Repository
As teachers use the Exemplary Units, they have been making tweaks and sharing them with us. We love that! Teachers have also been sharing with us their great ideas for lessons. This is a repository where we will be putting those tweaks and shared lessons. Each of the lessons is tied to NGSS, SEEd, and our district Exemplary Units. Please explore, use, and tweak these lessons! If you have lessons you would like to share, please email or share them with Tori Johnson at victoria.johnson@jordandistrict.org.
Content Resource: Science Friday
Science Friday is a radio, podcast, and video resource that works to bring current science to the general population. They now have partnered with educators and scienctists to create free STEM activities, lessons, and resources for all learners!
Protocols for Science & Engineering Practices
Are you having a hard time incorporating or scaffolding the science and engineering practices (SEPs) into your classroom? No worries! The gals at G&C Science have created editable student sheets and scaffolding documents to help your students think through the SEPs.
The documents are available in PDF, Google Doc, and Goodle Slide form. Click the link below to check them out!
CURRICULUM QUICK LINKS
SCIENCE TEACHER STRESS RELIEF
Teacher Survival Resources
Are you experiencing secondary trauma?
As educators, your daily mission is to foster growth and learning in your students. However, in the process, many of you bear witness to your students' struggles, hardships, and traumas. This exposure can lead to 'secondary trauma', a condition that mirrors the symptoms of post-traumatic stress disorder.
Secondary trauma can manifest in a variety of ways, from anxiety and exhaustion to the intrusion of troubling thoughts. It's crucial to understand that experiencing these symptoms doesn't reflect weakness or incapacity. Rather, they are the natural reaction to repeated exposure to stressful situations.
In the following articles, we will explore strategies to recognize, manage, and mitigate the effects of secondary trauma, ensuring you can continue to be an effective, empathetic educator while also taking care of your well-being. Remember, you can't pour from an empty cup; taking care of yourself is a vital part of taking care of your students.
