May/June 2017 – Vol. 29 No. 7

Conservation and Primary Students

Posted: Friday, April 8th, 2016

by Joey Noelle Lehnhard

As an educator at the Monterey Bay Aquarium, I think about conservation a lot. The mission of the Aquarium is “to inspire conservation of the ocean,” and that straight-forward principle is at the center of everything we do. For teacher professional development, we host workshops that focus on current marine issues, such as ocean acidification, biodiversity, overfishing, oil spills, and ocean plastic pollution. However, my focus is on elementary education, and inspiring conservation in 2nd graders requires something very different.

Sometimes, as educators who care deeply about the environment, we think that our elementary students can handle these dense topics. We want our curriculum to be rigorous and so we boil down complex concepts into something that they can relate to and understand. Sometimes that works out, but, in the case of conservation education, it can backfire.

It’s called ecophobia (Sobel, 1996). And we all probably know someone who (unknowingly) suffers from it. It manifests itself in a persistent sense of powerlessness with regard to a variety of environmental issues. It’s the person who litters, thinking that just one piece of trash doesn’t really matter. It’s the hiker who jumps the fence protecting young saplings, thinking one person’s footsteps won’t make a difference. It can also result in aversion to or fear of the outdoors and nature. Often, these effects don’t reveal themselves until long after students have left our classrooms. Introducing young students to real issues makes an impact but perhaps not always the impact we want. So what should we do to more appropriately build students’ conservation ethic and love for nature?

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Young students need extended, frequent, positive experiences in nature to develop a sense and appreciation of a particular place (Kudryavtsev, Stedman, & Krasny, 2012). These places should not be just any outdoor place but an outdoor space in their own community. In fact, the best thing we can do as educators (or parents) to help kids develop a conservation ethic is make sure they have extended positive experiences in nature as children (Palmer, 1993). When students experience and learn about the plants, animals, habitats, and ecosystems nearest to them first, they can better translate that knowledge to places farther away. This is why it is so important to thoroughly investigate our own schoolyards before we start teaching about more exotic places like rainforests or the arctic tundra.

This doesn’t mean that we have to shy away from every conservation topic. Primary elementary students can be empowered when they do something good for the open spaces around them. Connecting with animals is a powerful way to build toward pro-environmental behaviors and attitudes. They can also learn to have good environmental manners in their time outdoors. They can pick up litter, recycle, stay on trails, use water wisely, and be careful with and kind to living things. They can also engage in projects that will help their local environment like building bird boxes, planting trees, gardening, or removing invasive plants (Ardoin, 2013).

The Next Generation Science Standards outline a progression of topics in the Disciplinary Core Idea ESS3.C – Human impacts on Earth systems. The kindergarten through second grade section says, “Things people do can affect the environment but they can make choices to reduce their impacts.” ESS3.D – Climate Change is not even applicable until middle school.

So what does all this mean when thinking about conservation of the ocean and complex, current, environmental marine issues? It means that PreK-2nd grade teachers who teach along the coast should teach about the ocean because it is local and therefore relevant to their students. Those students should engage in ocean-side investigations and beach cleanups. It means that inland teachers should teach about their own local habitats and leave addressing more abstract or distant ecosystems to later grades. It means we should take the time to explore and build connections with nearby outdoor spaces and with the unique plants and animals that live there (Bora, McCrea, Herrmann, Hutchison, Pistillo, & Wirth 2010). We should feel confident that time spent this way is time well-spent, both for our students and for our Earth.

Bibliography

Ardoin, N. (2013). Influencing conservation action: What research says about environmental literacy, behavior, and conservation results. National Audubon Society.

Bora, S., McCrea, E., Gay, M., Herrmann, L., Hutchison, L., Pistillo, M., & Wirth, S. (2010). Early childhood environment education programs: Guidelines for excellence. The North American Association for Environmental Education Publications, Washington.

Kudryavtsev, A., Stedman, R. C., & Krasny, M. E. (2012). Sense of place in environmental education. Environmental education research, 18(2), 229-250.

Palmer, J. A. (1993). Development of concern for the environment and formative experiences of educators. The Journal of Environmental Education, 24(3), 26-30.

Sobel, D. (1996). Beyond ecophobia: Reclaiming the heart in nature education (No. 1). Orion Society.

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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Participate in Chemistry Education Research Study, Earn $500-800 Dollars!

Posted: Tuesday, May 9th, 2017

WestEd, a non-profit educational research agency, has been funded by the US Department of Education to test a new molecular modeling kit, Happy Atoms. Happy Atoms is an interactive chemistry learning experience that consists of a set of physical atoms that connect magnetically to form molecules, and an app that uses image recognition to identify the molecules that you create with the set. WestEd is conducting a study around the effectiveness of using Happy Atoms in the classroom, and we are looking for high school chemistry teachers in California to participate.

As part of the study, teachers will be randomly assigned to either the treatment group (who uses Happy Atoms) or the control group (who uses Happy Atoms at a later date). Teachers in the treatment group will be asked to use the Happy Atoms set in their classrooms for 5 lessons over the course of the fall 2017 semester. Students will complete pre- and post-assessments and surveys around their chemistry content knowledge and beliefs about learning chemistry. WestEd will provide access to all teacher materials, teacher training, and student materials needed to participate.

Participating teachers will receive a stipend of $500-800. You can read more information about the study here: https://www.surveymonkey.com/r/HappyAtoms

Please contact Rosanne Luu at rluu@wested.org or 650.381.6432 if you are interested in participating in this opportunity, or if you have any questions!

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.

2018 Science Instructional Materials Adoption Reviewer Application

Posted: Monday, May 8th, 2017

The California Department of Education and State Board of Education are now accepting applications for reviewers for the 2018 Science Instructional Materials Adoption. The application deadline is 3:00 pm, July 21, 2017. The application is comprehensive, so don’t wait until the last minute to apply.

On Tuesday, May 9, 2017, State Superintendent Tom Torlakson forwarded this recruitment letter to county and district superintendents and charter school administrators.

Review panel members will evaluate instructional materials for use in kindergarten through grade eight, inclusive, that are aligned with the California Next Generation Science Content Standards for California Public Schools (CA NGSS). 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.

Lessons Learned from the NGSS Early Implementer Districts

Posted: Monday, May 8th, 2017

On March 31, 2017, Achieve released two documents examining some lessons learned from the California K-8 Early Implementation Initiative. The initiative began in August 2014 and was developed by the K-12 Alliance at WestEd, with close collaborative input on its design and objectives from the State Board of Education, the California Department of Education, and Achieve.

Eight (8) traditional school districts and two (2) charter management organizations were selected to participate in the initiative, becoming the first districts in California to implement the Next Generation Science Standards (NGSS). Those districts included Galt Joint Union Elementary, Kings Canyon Joint Unified, Lakeside Union, Oakland Unified, Palm Springs Unified, San Diego Unified, Tracy Joint Unified, Vista Unified, Aspire, and High Tech High.

To more closely examine some of the early successes and challenges experienced by the Early Implementer LEAs, Achieve interviewed nine of the ten participating districts and compiled that information into two resources, focusing primarily on professional learning and instructional materials. 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.

Using Online Simulations to Support the NGSS in Middle School Classrooms

Posted: Monday, May 8th, 2017

by Lesley Gates, Loren Nikkel, and Kambria Eastham

Middle school teachers in Kings Canyon Unified School District (KCUSD), a CA NGSS K-8 Early Implementation Initiative district, have been diligently working on transitioning to the Next Generation Science Standards (NGSS) integrated model for middle school. This year, the teachers focused on building their own knowledge of the Science and Engineering Practices (SEPs). They have been gathering and sharing ideas at monthly collaborative meetings as to how to make sure their students are not just learning about science but that they are actually doing science in their classrooms. Students should be planning and carrying out investigations to gather data for analysis in order to construct explanations. This is best done through hands-on lab experiments. Experimental work is such an important part of the learning of science and education research shows that students learn better and retain more when they are active through inquiry, investigation, and application. A Framework for K-12 Science Education (2011) notes, “…learning about science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 Science Education” (pg. 11).

Many middle school teachers in KCUSD are facing challenges as they begin implementing these student-driven, inquiry-based NGSS science experiences in their classrooms. First, many of the middle school classrooms at our K-8 school sites are not designed as science labs. 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 NGSS 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.

Celestial Highlights: May – July 2017

Posted: Monday, May 8th, 2017

May Through July 2017 with Web Resources for the Solar Eclipse of August 21, 2017

by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graphs of planet rising and setting times by Jeffrey L. Hunt.

In spring and summer 2017, Jupiter is the most prominent “star” in the evening sky, and Venus, even brighter, rules the morning. By mid-June, Saturn rises at a convenient evening hour, allowing both giant planets to be viewed well in early evening until Jupiter sinks low in late September. The Moon is always a crescent in its monthly encounters with Venus, but is full whenever it appears near Jupiter or Saturn in the eastern evening sky opposite the Sun. (In 2017, Full Moon is near Jupiter in April, Saturn in June.) At intervals of 27-28 days thereafter, the Moon appears at a progressively earlier phase at each pairing with the outer planet until its final conjunction, with Moon a thin crescent, low in the west at dusk. You’ll see many beautiful events by just following the Moon’s wanderings at dusk and dawn in the three months leading up to the solar eclipse. Learn More…

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Written by Robert Victor

Robert Victor

Robert C. Victor was Staff Astronomer at Abrams Planetarium, Michigan State University. He is now retired and enjoys providing skywatching opportunities for school children in and around Palm Springs, CA. Robert is a member of CSTA.