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.
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.
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.
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
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…