May/June 2017 – Vol. 29 No. 7

Finding New Resources in a Changing Science Education Landscape

Posted: Friday, August 19th, 2016

by Amity Sandage

Field studies at Santa Cruz County Outdoor Science School

Field studies at Santa Cruz County Outdoor Science School

After two decades in education, I still love the natural rhythm of the school year. It is the teacher’s turn in the learning cycle. Reflections at the end of each school year spark new ideas that then flow and percolate throughout the summer. And I know come August I always find myself excited and apprehensive in equal measure. Excited to improve and try new approaches, and apprehensive because I need some concrete resources to accomplish the goals that began as visions floating around in my head and morphed and settled over summer into real plans. But where and how to find these resources when fall is fast approaching and NGSS is changing the landscape?

There is a network of resource professionals ready to help teachers connect science instruction with unique field experiences, grants, local experts, citizen science projects and more. CREEC (the California Regional Environmental Education Community) is a statewide network set up by the California Department of Education to help teachers find environmental education resources connected to instructional goals. Every region of California offers unique environmental education resources—State and National Parks programs, marine sanctuaries, outdoor science schools, open space preserves, natural history museums, and more. California has hundreds of organizations providing thousands of environmental education programs and resources across the state—many of them free and designed to support state education standards. But many of these resources are underutilized. This is not because teachers and the education system do not value environmental education. On the contrary, the Next Generation Science Standards, the new Blueprint for Environmental Literacy and an increasing emphasis on STEM and career readiness require more connections to environmental topics than ever. Students will need to understand natural resources management, environmental systems, environmental engineering and science-based decision making processes to face future challenges. Schools need environmental education resources now more than ever before, and CREEC is set up to help teachers access them.

CCSAdBValuable environmental science resources and programs may surround schools, but many teachers still face imposing barriers to taking advantage of them: time to find what resources are available and to align them to instructional goals and new standards, and funding for transportation and program fees.

The CREEC Network is designed to help address these barriers. CREEC maintains an online hub at www.creec.org for environmental education throughout California. This enables teachers to find grants, sign up for professional development opportunities and use a searchable database to quickly find resources and programs for their students to build strong connections to the environment, apply science practices, and advance them along the path to environmental literacy.

The network also provides a CREEC Coordinator, an expert advisor, in each region. The CREEC Coordinator in each of California’s 11 administrative regions serves as a conduit for information flowing between the school system and the non-formal environmental education sector. They alert teachers and administrators to opportunities for teacher professional development or grant funding. They help schools find programs that fit the needs of teachers and students. And they work closely with environmental education program providers to communicate the priorities of the schools so that environmental education organizations can design and offer programs that are accessible and support classroom instruction.

I serve as CREEC Coordinator for Region 5, a four-county region spanning the South San Francisco and Monterey Bay Areas. Environmental education providers in Region 5 and many other regions have been delving deep into NGSS in order to begin shifting their programs to support the new standards. As someone who loves teaching in the classroom and who also treasures the unique learning opportunities that take place outside of the classroom, I am passionate about my role in the CREEC Network. I feel fortunate to be in the position to connect the work of teachers and environmental education program providers around NGSS. It is an exciting time in science education, with new standards that encourage teachers and students to reach beyond classroom walls to accomplish their goals.

You may have already been familiar with CREEC; the network has been in place for well over a decade. But in this time of transition to NGSS, I encourage teachers to reconnect with the network often, as CREEC is evolving along with state education priorities. As a project of the California Department of Education, CREEC sits on the pulse of our education system. Our system has been going through sweeping changes in our education standards, and all educators are struggling to adapt and keep up. As teachers transition to Next Generation Science Standards, environmental topics provide meaningful opportunities for weaving together scientific and engineering practices, cross-cutting concepts and disciplinary core ideas as well as for testing integrated science models in real-world, relevant contexts. Cycles of matter and energy transfer in ecosystems, the roles of water in Earth’s surface processes, human impacts of Earth systems…these and other NGSS Disciplinary Core Idea progressions intersect naturally with programs and resources outside the classroom. CREEC can help make these connections.

How do you connect with CREEC? It’s simple—go to www.creec.org and find your region. Subscribe to your region’s quarterly newsletter to get word of local opportunities. Follow CREEC on Facebook to keep up with exciting news. Search the Resource Directory for local programs. And don’t be shy! Share your challenges during the transition to NGSS. Use the network, and head into Fall with some new resources and connections to support your journey into the new education landscape.

Amity Sandage is the CREEC Coordinator for Region 5 (South San Francisco and Monterey Bay Areas), and is a part of the Santa Cruz County Office of Education. She can be reached at amity@creec.org.

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.

Leave a Reply

LATEST POST

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…

Powered By DT Author Box

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…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

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