March/April 2017 – Vol. 29 No. 6

Let’s Give Them Science to Talk About

Posted: Tuesday, January 7th, 2014

by Dana Goldberg

Think back to when you first learned about magnets, bubbles, and reflections in school. Describing what you saw and experienced could be exciting, but also challenging. Now imagine trying to do it in a new language.

Nearly 60 percent of all students in Sonoma Valley Unified School District (SVUSD) are English-language learners, almost all of them native Spanish speakers. Integrating English Language Development and Science, a program created in partnership with the Exploratori­um’s Institute for Inquiry, is building a bridge between learning science and acquir­ing English language skills. This professional development program operates with teachers from all five elementary schools in SVUSD.

This innovative program honors the intellectual capacity of all students, regard­less of their language level, and focuses on inquiry as a learning approach. Participating teachers attend a summer institute and school-year study groups at the Exploratorium receive materials that support lessons about water, magnetism, erosion, electricity, and more. One ground­ing idea is “let’s give them science to talk about,” that is, science that students can see, touch, and describe is science that gets kids excited. Teachers pose or elicit questions that their students are eager to investigate: What do you see? What do you wonder? How could we try to answer these questions?

Photo by Sally Weis

Photo by Sally Weis

“Using language in meaningful ways is what helps kids acquire language—not just learning tenses and grammar,” says Fred Stein, Senior Science Educator at the Explor­atorium. “When they’re asking questions and describing their findings, even if they don’t know the appropriate verb tense, they’re com­municating.” Students get to practice Eng­lish, and their teachers get to support their students’ language development

Hands-on science provides a rich oppor­tunity for language development as students speak, write, and read to build their under­standing and represent their ideas. Working together, students use different parts of English to describe their discoveries.

This content-centric model keeps stu­dents curious and engaged, as their teachers encourage them to explain their observations, hypotheses, and evidence. “These require fairly sophisticated ways of thinking about and using language,” says Fred, “but it’s very natural in this context.” The teachers also use strategies that take into account students’ varying language levels and abilities.

The ultimate goal of the program is not to privilege language acquisition over mastering grade-appropriate science content, but to genuinely integrate both. “Expressing your questions and ideas and dialoguing with others advances your own thinking. Having all this great stuff to communicate about allows students to practice language with increasing levels of complexity,” says Fred.

The motivation for the program came, in a roundabout way, from No Child Left Behind. NCLB requires schools with children with lower English-language proficiency to provide dedicated time for language development—often at the expense of science, art, and social studies content. Maite Iturri, the principal at El Verano elementary school, (eventually the project’s pilot school), didn’t want to deprive students of interesting, engaging content until they had mastered English-language fundamentals. Instead of seeing the content as taking time away from English-language development, she hypothesized that it could instead foster it—with students learning the content as well.

Advertisement

Advertisement

This idea is gaining currency as research supports a shift from focusing on isolated vocabulary and grammar skills development to engaging language learners in meaningful activities that encourage a more conversation­al approach. Language expert and Stanford education professor Kenji Hakuta says, “The more you use [language] to articulate complex subject matter, the deeper your understanding is going to get of that subject matter.”

The Integrating English Language Development and Science program is halfway through its five-year grant. As the program expands to include all of the district’s 90 teachers, the Exploratorium and the SVUSD are striving to make an exponential impact. “We’re not just looking to create better English speakers through this program,” says Fred. “We’re also hoping to create more engaged and inquisitive learners.”

Integrating English Language Development and Science is funded by the US Department of Educa­tion’s Investing in Innovation Fund, the Sonoma Valley Education Foundation, the Vadasz Family Foundation, and the Mary A. Crocker Trust. For more information on the Exploratorium’s Institute for Inquiry, visit www.exploratorium.edu/ifi.

Dana Goldberg is the Managing Editor, Institutional Media at the Exploratorium and was invited to contribute to CCS by CSTA member Valerie Joyner

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

California Science Curriculum Framework Now Available

Posted: Tuesday, March 14th, 2017

The pre-publication version of the new California Science Curriculum Framework is now available for download. This publication incorporates all the edits that were approved by the State Board of Education in November 2016 and was many months in the making. Our sincere thanks to the dozens of CSTA members were involved in its development. Our appreciation is also extended to the California Department of Education, the State Board of Education, the Instructional Quality Commission, and the Science Curriculum Framework and Evaluation Criteria Committee and their staff for their hard work and dedication to produce this document and for their commitment to the public input process. To the many writers and contributors to the Framework CSTA thanks you for your many hours of work to produce a world-class document.

For tips on how to approach this document see our article from December 2016: California Has Adopted a New Science Curriculum Framework – Now What …? If you would like to learn more about the Framework, consider participating in one of the Framework Launch events (a.k.a. Rollout #4) scheduled throughout 2017.

The final publication version (formatted for printing) will be available in July 2017. This document will not be available in printed format, only electronically.

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.

Call for CSTA Awards Nominations

Posted: Monday, March 13th, 2017

The 2017 Award Season is now open! One of the benefits of being a CSTA member is your eligibility for awards as well as your eligibility to nominate someone for an award. CSTA offers several awards and members may nominate individuals and organizations for the Future Science Teacher Award, the prestigious Margaret Nicholson Distinguished Service Award, and the CSTA Distinguished Contributions Award (organizational award). May 9, 2017 is the deadline for nominations for these awards. CSTA believes that the importance of science education cannot be overstated. Given the essential presence of the sciences in understanding the past and planning for the future, science education remains, and will increasingly be one of the most important disciplines in education. CSTA is committed to recognizing and encouraging excellence in science teaching through the presentation of awards to science educators and organizations who have made outstanding contributions in science education in the state and who are poised to continue the momentum of providing high quality, relevant science education into the future. 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.

Call for Volunteers – CSTA Committees

Posted: Monday, March 13th, 2017

Volunteer

CSTA is now accepting applications from regular, preservice, and retired members to serve on our volunteer committees! CSTA’s all-volunteer board of directors invites you to consider maximizing your member experience by volunteering for CSTA. CSTA committee service offers you the opportunity to share your expertise, learn a new skill, or do something you love to do but never have the opportunity to do in your regular day. CSTA committee volunteers do some pretty amazing things: 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.

A Friend in CA Science Education Now at CSTA Region 1 Science Center

Posted: Monday, March 13th, 2017

by Marian Murphy-Shaw

If you attended an NGSS Rollout phase 1-3 or CDE workshops at CSTA’s annual conference you may recall hearing from Chris Breazeale when he was working with the CDE. Chris has relocated professionally, with his passion for science education, and is now the Executive Director at the Explorit Science Center, a hands-on exploration museum featuring interactive STEM exhibits located at the beautiful Mace Ranch, 3141 5th St. in Davis, CA. Visitors can “think it, try it, and explorit” with a variety of displays that allow visitors to “do science.” To preview the museum, or schedule a classroom visit, see www.explorit.org. Learn More…

Written by Marian Murphy-Shaw

Marian Murphy-Shaw

Marian Murphy-Shaw is the student services director at Siskiyou County Office of Education and is CSTA’s Region 1 Director and chair of CSTA’s Policy Committee.

Learning to Teach in 3D

Posted: Monday, March 13th, 2017

by Joseph Calmer

Probably like you, NGSS has been at the forefront of many department meetings, lunch conversations, and solitary lesson planning sessions. Despite reading the original NRC Framework, the Ca Draft Frameworks, and many CSTA writings, I am still left with the question: “what does it actually mean for my classroom?”

I had an eye-opening experience that helped me with that question. It came out of a conversation that I had with a student teacher. It turns out that I’ve found the secret to learning how to teach with NGSS: I need to engage in dialogue about teaching with novice teachers. I’ve had the pleasure of teaching science in some capacity for 12 years. During that time pedagogy and student learning become sort of a “hidden curriculum.” It is difficult to plan a lesson for the hidden curriculum; the best way is to just have two or more professionals talk and see what emerges. I was surprised it took me so long to realize this epiphany. 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.