January/February 2018 – Vol. 31 No. 2

Human Impacts, Human Solutions: Engaging Elementary School Children in Solution-Based Science

Posted: Monday, April 1st, 2013

by Minda Berbeco

The Next Generation Science Standards (NGSS) are scheduled for release this spring and already many teachers and administrators are abuzz with questions about the anticipated changes. How will core topics be addressed? Will teachers need to rethink their lesson plans? Are students going to be overwhelmed? Many folks were startled by the inclusion of human impacts on natural systems in the standards, even at younger ages – leading them to ask how we can address such issues without making children fearful and despondent? This last question is one I received long before drafts of the NGSS were even released, but now that it appears it will be a core component of several of the standards, the question has become all the more relevant. How, indeed, can we talk about human impacts on natural systems without frightening or depressing students? 

Although some well-meaning parents and teachers might want to try to protect their children and students from these realities, it is unrealistic to think that children haven’t already heard about many of them. If you ask even young students about polar bears and ozone layer depletion, for example, you’ll probably find that they have heard something about these topics from family, friends, or even media like television or movies. Rather than evade the subject and risk letting possible misconceptions stand, the challenge is to teach the climate science behind these issues so that students don’t find them quite so terrifying. A good way of doing so is to emphasize potential solutions and teach students about possible ways to mitigate or adapt to climate change. This is an extraordinarily broad challenge for teachers, so the question is where we must start.

A good starting place is with a federal organization you can trust for quality scientific information and a solutions-focused approach to management, such as the National Oceanic and Atmospheric Administration (NOAA). They have a core curriculum centering on coral reefs: their biology, human impacts, and management. Unlike many lessons around human impacts on natural systems, these lessons start in younger years (third grade) where students begin to learn about coral reefs and their inhabitants. After understanding reef system basics, students can then start to learn about human impacts on coral reefs and how they can be managed in a thoughtful manner. The curricula and lesson plans are located at http://coralreef.noaa.gov/education/educators/resourcecd/lessonplans/.

Although many students easily make connections between themselves and ocean systems, others do not – coral reefs just seem too far away even though California is a coastal state. Another way for teachers to help students frame human impacts on natural systems in a solutions-focused manner is to first connect them to their immediate landscape by looking at the schoolyard itself or the urban ecosystem that students live in. The Cary Institute has developed very clever lesson plans encouraging teachers to take advantage of their own schoolyard to teach about basic scientific questions regarding human impacts on systems. Through these lessons, elementary school students learn about the natural, physical, and social elements of their environment and how they interact and affect one another. In a lesson demonstrating human impacts on soils, for example, students are asked to compare schoolyard soils with high and low student traffic.  They can measure soil temperature, percolation, and even critters in these different locations to understand how humans impact their environment. From there, teachers can engage students in conversations about how people affect their environments, and ways in which students can work to manage those impacts.

The lesson plans are located at: http://www.caryinstitute.org/educators/teaching-materials.

Sometimes taking students outside of the classroom can be difficult, and having an easy-to- access media source at their fingertips can be a good alternative for teaching children about scientific issues. The Environmental Protection Agency (EPA) has done a nice job putting together an informative and interactive website with videos demonstrating not only the science of climate change but also the challenges and potential solutions. The videos take students on virtual expeditions around the globe to examine human impacts in different locations, discussing how we know what we know about climate change and the human connection. It’s a colorful, inviting website that teachers can use to support classroom activities or ask students to visit on their own. The website is located at: http://www.epa.gov/climatestudents/.

Learning about human impacts on natural systems can be emotionally challenging for students, particularly at the elementary school age. However, the effects of climate change are becoming increasingly more visible and there are great resources available to help teachers address these issues. Students are already hearing about the challenges. It is up to their science teachers to put them into context, explain the science in an age-appropriate manner, and help them to develop their understanding and skills for the future.

Minda Berbeco is the Programs and Policy Director at the National Center for Science Education.

Written by Minda Berbeco

Minda Berbeco

Minda Berbeco was the Programs and Policy Director at the National Center for Science Education and is now the Director of the Sierra Club San Francisco Chapter.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

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.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. 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.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal 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.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

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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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.