March/April 2017 – Vol. 29 No. 6

The Exploratorium Offers Complimentary Field Trip Admissions for California Title I Public School Students

Posted: Friday, October 11th, 2013

PG&E-sponsored program aims to reach more than 60,000 underserved students by 2016

The Exploratorium and Pacific Gas and Electric Company (PG&E) on October 10, 2013 announced a partnership to give California Title I schools the opportunity to visit the hands-on museum of science, art, and human perception for free through the Free Admission Program. Title I is a federal program that provides funding to local school districts to improve the academic achievement of students who are underserved and often underrepresented in STEM (Science, Technology, Engineering, and Math) fields. Since registration opened in May 2013, over 45 Title I schools have signed up to visit the Exploratorium as part of the Free Admission Program. The program will run through August 2016, and will potentially reach more than 60,000 Title I students.

The PG&E-sponsored Free Admission Program officially launched on October 3, 2013, with approximately 300 Title I students from around the Bay Area visiting the Exploratorium on field trips. Over 3,000 Title I students registered to visit in the month of October from all over California. The students were able to experiment with the Exploratorium’s 600+ exhibits, as well as tinker, take apart, and create in the museum’s Tinkering Studio. Students in attendance at the celebratory kick-off day were greeted by PG&E’s mascot “Helmet” and treated to special solar car races and souvenirs, all made possible by PG&E.

The PG&E-sponsored Free Admission Program at the Exploratorium is part of the museum’s collaboration with leading businesses to identify tools to support STEM education. “A robust STEM learning ecosystem in California is a powerful driver for the community, business and state,” said Dennis M. Bartels, PhD., Executive Director of the Exploratorium and educational policy expert. “PG&E’s support for free field trips for all California Title I schools is one significant driver of this critical ecosystem. It is so important to get students engaged in science at a young age – and that’s what we will accomplish with this program.”

“At PG&E, technology and engineering play such a large role in helping us provide safe, reliable, affordable and clean energy to our customers,” said Wendy Fukamaki, PG&E’s manager of sponsorships and programs. “We are proud to provide California students with the opportunity to fully experience everything the Exploratorium has to offer, including inspiring their interest in science, technology, engineering and mathematics.”

To plan a Free Admission Program field trip to the Exploratorium for your Title I school, teachers may register online at www.exploratorium.edu/visit/field-trips/reservations.  For additional information about field trips and other Exploratorium programs, please visit www.exploratorium.edu.

Pacific Gas and Electric Company (PG&E), a subsidiary of PG&E Corporation (NYSE:PCG), and the PG&E Corporation Foundation strive to power strong communities throughout Northern and Central California. In 2012, PG&E contributed more than $23 million to more than 1,500 charitable organizations, including matching the generosity of employees who donated more than $6 million and volunteered more than 41,000 hours to company-supported events. Community investments are funded entirely by the company’s shareholders. For more information, visit www.pge.com/community.

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.

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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.

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Posted: Monday, March 13th, 2017

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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.

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Posted: Monday, March 13th, 2017

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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.

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Written by Marian Murphy-Shaw

Marian Murphy-Shaw

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Posted: Monday, March 13th, 2017

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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.