May/June 2017 – Vol. 29 No. 7

California’s Science Curriculum Framework Revision and Education and the Environment Curriculum

Posted: Tuesday, September 2nd, 2014

by Will Parish

As you may already be aware, California’s Science Curriculum Framework revision process is well underway. This topic is of keen interest to me on two levels: as a former high school Environmental Science teacher (and former member of California’s Instructional Quality Commission), and as current Executive Director of Ten Strands—a San Francisco based nonprofit whose mission is to ensure that all California’s K-12 students have access to high quality, standards-based environmental education.

The state laid out an inclusive process encouraging the public to comment on the final recommendations to the Science Curriculum Framework and Evaluation Criteria Committee. Ten Strands has been an active participant through attendance at multiple focus groups, and by enabling Dr. Gerald Lieberman to play a key role in the process. We were pleased to see the Environmental Principles and Concepts (EP&Cs) that underpin the EEI Curriculum included in the draft guidelines for the Framework.

EEI Curriculum 1.2.a. Surviving and Thriving

EEI Curriculum 1.2.a. Surviving and Thriving

The EEI Curriculum, developed as a result of the Education and the Environment Initiative (AB 1548), is a landmark environment-based science and history-social science curriculum for California K-12 schools. It is a free resource, consisting of 85 state-adopted and approved units that complement existing instructional materials, allowing teachers to substitute curriculum units for portions of the textbooks they are currently using. This approach enhances student learning by bringing engaging environment-based lessons into the classroom and building student knowledge about human interdependency with the environment as they progress through the grades. The Curriculum cultivates an understanding of fundamental environmental issues, including where our food, energy, and water come from and the complicated decision-making processes related to climate change, green chemistry, and use of public lands.

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Working closely with Cal Recycle’s Office of Education and the Environment (OEE), Ten Strands has greatly increased OEE’s ability to get the Curriculum into classrooms and train teachers in how to use it effectively. During the 2013-14 school year, 3,000 teachers taught 145,000 students EEI Curriculum units. We also provided support for showing the tight correlation of the Curriculum to the Common Core State Standards, and are currently supporting correlation to the Next Generation Science Standards (NGSS).

California’s adoption of the NGSS is a driver of the science revision process, and the Environmental Principles and Concepts are very timely and significant in this discussion. The goal of the EP&Cs is to examine the interactions and interdependence of human societies and natural systems and provide the framework of what California students should be learning to build environmental literacy. The substance of the EP&Cs are consistent with the conceptual shifts embodied in the K-12 Science Framework, and are embedded throughout the NGSS. Additionally, the EEI Curriculum (built around the EP&Cs) provides excellent support for many of the NGSS science and engineering practices, and for mastery of many of the NGSS performance expectations.

The NGSS Framework identifies seven crosscutting concepts that bridge disciplinary boundaries, whose purpose is to help students deepen their understanding of the disciplinary core ideas and develop a coherent and scientifically based view of the world. There appears to be an especially strong correlation of the EP&Cs and the EEI Curriculum with these crosscutting concepts, as well as with their guiding principles.

The goal that all students should learn about the relationships among science, technology, society, and the environment is also addressed, where the framework identifies two core ideas: the interdependence of science, engineering and technology, and the influence of science, engineering and technology on society and the natural world. It is the second core idea that the EEI Curriculum dovetails especially nicely with, specifically which scientific discoveries and technological decisions affect human society and the natural environment, and that people make decisions for social and environmental reasons that ultimately guide the work of scientists and engineers.

As a former teacher, I understand the importance of quality resources and materials to engage and educate students. When I began using the EEI Curriculum in my high school classes, I recognized it as an important tool. The response from teachers using the Curriculum indicates that opinion is shared—in a recent survey, 97% of teachers using it said they would use it again in the next school year.

Environment-based education is an effective way to teach students using a cross-disciplinary approach. Given West Ed’s findings around the challenges in science education at the elementary and middle school levels, published in High Hopes – Few Opportunities: The Status of Elementary Science Education in California and Untapped Potential: The Status of Middle School Science Education in California, identifying and supporting pathways into developing scientific thinking in students early in their education is especially critical. Using the EEI Curriculum in concert with suggested extensions, including inquiry-based and project-based activities, can help to fill the need for early science education.

Supporting such pathways and collaborating with teachers, state and local entities, community organizations, and informal education providers is how Ten Strands is helping to identify and achieve common goals. We share a vision where all California’s students have a solid foundation that encourages critical and scientific thinking with a strong component of environmental literacy as they strive toward a sustaining future.

If you are interested in getting involved with Ten Strands, visit their web pages at http://tenstrands.org/get-involved/donors/ and/or http://tenstrands.org/get-involved/community/

You can find out about upcoming EEI training opportunities at http://www.californiaeei.org/training/

Will Parish is the Executive Director at Ten Strands, and is a member of CSTA

 

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.