Next Generation Science StandardsNext Generation Science Standards
Eight Ways To Teach Climate Change In Almost Any Classroom
How Do We Get Middle School Students Excited About Science? Make It Hands-On
Will New Standards Improve Elementary Science Education?
Applying the Power of Stories to Excite Students About Science
Why Teachers Love Using Those Magical OK Go Videos in Class
Five Ways Design and Making Can Help Science Education Come Alive
Can Kids As Young As Three Learn to Design and Create In Fab Labs?
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FM","link":"/"}},"mindshift_53505":{"type":"posts","id":"mindshift_53505","meta":{"index":"posts_1591205157","site":"mindshift","id":"53505","score":null,"sort":[1556200185000]},"guestAuthors":[],"slug":"eight-ways-to-teach-climate-change-in-almost-any-classroom","title":"Eight Ways To Teach Climate Change In Almost Any Classroom","publishDate":1556200185,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>NPR/IPSOS did a \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">national poll\u003c/a> recently and found that more than 8 in 10 teachers — and a similar majority of parents — support teaching kids about climate change.\u003c/p>\n\u003cp>But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.\u003c/p>\n\u003cp>The top reason that teachers gave in our poll for not covering climate change? 65% said, \"It's not related to the subjects I teach.\"\u003c/p>\n\u003cp>Yet at the same time, we also heard from teachers and education organizations who \u003cem>are \u003c/em>introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Which raises the question: Where does climate change belong in the curriculum, anyway?\u003c/p>\n\u003cp>The \"reality of human-caused climate change\" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But, it typically appears only briefly — and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate high school.\u003c/p>\n\u003cp>Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools, and believes it needs to be taught across many subjects.\u003c/p>\n\u003cp>\"For so long this has been seen as an issue that is solely within the domain of science,\" he says. \"There needs to be a greater engagement across disciplines, particularly looking at the social dimensions,\" such as the displacement of populations by natural disasters.\u003c/p>\n\u003cp>At the same time, there's a tension in pushing more educators to take this on. \"I worry a lot about asking schools to solve yet another problem that society refuses to deal with.\"\u003c/p>\n\u003cp>As a potential response to this criticism, the nonprofit Ten Strands follows an\u003ca href=\"https://tenstrands.org/incremental-infusion/\"> \"incremental infusion\"\u003c/a> model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, \"burdening educators\" with another stand-alone and complex area to cover.\u003c/p>\n\u003cp>We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. So, here are some thoughts about how to broach the subject with students, no matter what subject you teach:\u003c/p>\n\u003cp>\u003cstrong>1. Do a lab.\u003c/strong>\u003c/p>\n\u003cp>Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.\u003c/p>\n\u003cp>Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. She's done simulations on greenhouse effects in science class, using plastic wrap to trap the sun's heat. And she's used charcoal to see how black carbon from air pollution can speed the melting of ice.\u003c/p>\n\u003cp>These lessons have raised her awareness — and concern. \"We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something.\"\u003c/p>\n\u003cp>Many teachers we talked with mentioned \u003ca href=\"https://climate.nasa.gov/\">NASA \u003c/a>as a resource for labs and activities. The ones in \u003ca href=\"https://pmm.nasa.gov/education/weather-climate\">this outline\u003c/a> can be done with everyday materials like ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.\u003c/p>\n\u003cp>On the \u003ca href=\"https://www.earthsciweek.org/classroom-activities/ngss\">Earth Science Week\u003c/a> website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.\u003c/p>\n\u003cp>\u003cstrong>2. Show a movie.\u003c/strong>\u003c/p>\n\u003cp>Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary \u003cem>Before the Flood\u003c/em>, featuring Leonardo diCaprio journeying to five continents and the Arctic to see the effects of climate change. \"It is our intention to make our students engaged citizens,\" Fisher says.\u003c/p>\n\u003cp>\u003cem>Before the Flood\u003c/em> has\u003ca href=\"https://www.beforetheflood.com/act/\"> an action page\u003c/a> and an associated curriculum. Common Sense Media has a list of\u003ca href=\"https://www.commonsensemedia.org/lists/movies-that-teach-kids-about-climate-change\"> climate change-related movies\u003c/a> for all ages.\u003c/p>\n\u003cp>The 2006 film \u003cem>An Inconvenient Truth\u003c/em> and\u003ca href=\"https://www.inconvenientsequeleducation.org/educators/\"> its 2017 sequel,\u003c/a> \u003cem>An Inconvenient Sequel: Truth To Power\u003c/em> have curricular materials created in partnership with the National Wildlife Federation.\u003c/p>\n\u003cp>\u003cstrong>3. Assign a novel.\u003c/strong>\u003c/p>\n\u003cp>Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.\u003c/p>\n\u003cp>She assigned her students a 2013 novel by Mindy McGinnis called \u003cem>Not a Drop to Drink\u003c/em>.\u003c/p>\n\u003cp>\"As we read the novel, kids made connections between what is happening today and the novel,\" Meyer says. \"At the end of the unit, as a culminating project, students choose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue.\"\u003c/p>\n\u003cp>She described the unit as a success. \"They were very engaged, they loved it,\" she explains. \"A lot of them shared this information with their families. When parents came in for parent-teacher conferences they mentioned their kids had been talking to them about conserving water.\"\u003c/p>\n\u003cp>\u003cem>Not A Drop To Drink\u003c/em> belongs to a subgenre of science fiction known as \"\u003ca href=\"http://www.cli-fi.net/\">cli-fi\u003c/a>\" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like \u003ca href=\"https://dragonfly.eco/\">Dragonfly.eco\u003c/a> or at the Chicago Review of Books, which has a monthly\u003ca href=\"https://chireviewofbooks.com/category/burning-worlds/\"> Burning Worlds column\u003c/a> about this kind of literature.\u003c/p>\n\u003cp>Looking for English topics for younger students?\u003ca href=\"https://curriculum.eleducation.org/\"> EL Education\u003c/a> covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.\u003c/p>\n\u003cp>\u003cstrong>4. Do citizen science.\u003c/strong>\u003c/p>\n\u003cp>Terry Reed is the self-proclaimed \"science guru\" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He's also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called\u003ca href=\"https://www.adventurescientists.org/\"> Adventure Scientists\u003c/a>, to be tested for microplastics (spoiler: even on remote, pristine beaches, all the samples had some).\u003c/p>\n\u003cp>He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. \"One thing I stress to them, that in the next few years, they become the voting public,\" he says. \"They need to be aware of the science.\"\u003c/p>\n\u003cp>\u003cstrong>5. Assign a research project, multimedia presentation or speech.\u003c/strong>\u003c/p>\n\u003cp>Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in \"civil discourse\" as a tool for problem-solving, so she encourages her students \"to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.\u003c/p>\n\u003cp>\u003cstrong>6. Talk about your personal experience.\u003c/strong>\u003c/p>\n\u003cp>Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif.. And she tells her students about how the weather has changed there in her lifetime, getting hotter and drier: \"In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970's we often had several two and three-hour delays to school starting because of dense tule fog which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas which still have two and three-hour dense fog delays, and they are rare even for the rural areas.\"\u003c/p>\n\u003cp>(Although the Central Valley winter has \u003ca href=\"https://www.latimes.com/business/hiltzik/la-fi-hiltzik-climate-agriculture-20180309-story.html\">indeed\u003c/a> become hotter and drier due to climate change, recently a University of California, Berkeley \u003ca href=\"https://nature.berkeley.edu/news/2019/04/falling-levels-air-pollution-drove-decline-california-s-tule-fog\">study\u003c/a> has attributed the reduction in tule fog specifically to declines in air pollution.)\u003c/p>\n\u003cp>\u003cstrong>7. Do a service project.\u003c/strong>\u003c/p>\n\u003cp>\"I teach preschoolers and use the environment and our natural resources to highlight our everyday life,\" says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. \"I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood.\"\u003c/p>\n\u003cp>Environmental service projects can be simple, elaborate or just for fun. Check out the\u003ca href=\"https://people.com/home/trashtag-challenge-social-media-instagram-twitter-viral/\"> #trashtag challenge\u003c/a> on social media, for example.\u003c/p>\n\u003cp>\u003cstrong>8. Start or work in a school garden.\u003c/strong>\u003c/p>\n\u003cp>Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. \"The sixth-graders oversee the school garden, as well as, our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world.\"\u003c/p>\n\u003cp>Check out \u003cstrong>ThePermacultureStudent.com\u003c/strong> for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources like the \u003ca href=\"http://www.csgn.org/why-school-gardens\">Collective School Garden Network\u003c/a> in California,and \u003ca href=\"https://growing-minds.org/school-gardens/\">Growing Minds\u003c/a> in North Carolina, which offers basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are some more resources\u003c/strong>\u003c/p>\n\u003cp>After the publication of our climate poll story on Monday we heard from people all over the country with dozens more resources for climate education.\u003c/p>\n\u003cp>\u003cstrong>Alliance for Climate Education \u003c/strong>has a multimedia resource called \u003ca href=\"https://acespace.org/\">Our Climate Our Future\u003c/a>, plus more resources for educators and several action programs for youth.\u003c/p>\n\u003cp>\u003cstrong>The American Association of Geographers\u003c/strong> has free online \u003ca href=\"http://www.aag.org/cs/teachingclimatechange\">professional development resources\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>American Reading Company\u003c/strong> sells an English Language Arts curriculum called \u003ca href=\"https://www.americanreading.com/products/arc-core/\">ARCCore\u003c/a> that includes climate change themes.\u003c/p>\n\u003cp>\u003cstrong>Biointeractive, \u003c/strong>created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on \u003ca href=\"https://www.hhmi.org/biointeractive/earth-and-environment\">education and the environment\u003c/a>, and offers professional development for teachers.\u003c/p>\n\u003cp>\u003cstrong>Climate Generation\u003c/strong> offers professional development for educators nationwide and a \u003ca href=\"https://www.climategen.org/our-core-programs/statewide-youth-network/\">youth network\u003c/a> in Minnesota.\u003c/p>\n\u003cp>\u003cstrong>CLEAN\u003c/strong> (Climate Literacy and Energy Awareness Network) has\u003ca href=\"https://cleanet.org/clean/educational_resources/index.html\"> a collection of resources\u003c/a> organized in part by the Next Generation Science Standard they are aligned with.\u003c/p>\n\u003cp>\u003cstrong>Global Oneness Project\u003c/strong> offers lesson plans that come with films and videos of \u003ca href=\"https://www.globalonenessproject.org/library/collections/climate-change\">climate impacts around the world.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Google\u003c/strong> offers free online \u003ca href=\"https://yourplanyourplanet.sustainability.google/\">environmental sustainability lesson plans\u003c/a> for grades 5-8.\u003c/p>\n\u003cp>\u003cstrong>The Morningside Center for Teaching Social Responsibility\u003c/strong> has\u003ca href=\"https://www.morningsidecenter.org/climate-change\"> a group\u003c/a> of \u003ca href=\"https://www.morningsidecenter.org/sites/default/files/2019-04/EarthDay2019TeachableMomentLessons.pdf\">19 lessons for K-12.\u003c/a>\u003c/p>\n\u003cp>\"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change,\" spokesperson Laura McClure told NPR.\u003c/p>\n\u003cp>\u003cstrong>The National Center for Science Education\u003c/strong> has\u003ca href=\"https://ncse.com/teach\"> free climate change lessons\u003c/a> that focus on combating misinformation. They also have a \u003ca href=\"https://ncse.com/scientistinclassroom\">\"scientist in the classroom\"\u003c/a> program.\u003c/p>\n\u003cp>\u003cstrong>The National Science Teachers Association\u003c/strong> has a \u003ca href=\"https://www.nsta.org/climate/\">comprehensive curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Paleontological Research Institution\u003c/strong> in Ithaca, NY has \u003ca href=\"https://priweb.org/index.php/pubs-special/pubs-spec-5813-detail\">a book called\u003c/a> the Teacher-Friendly Guide to Climate Change.\u003c/p>\n\u003cp>\u003cstrong>Ripple Effect \u003c/strong>\u003ca href=\"http://rippleeffectnola.com/\">\"creates STEM curriculum\" \u003c/a>for K-6 \"about real people and places impacted by climate change,\" starting with New Orleans.\u003c/p>\n\u003cp>\u003cstrong>Ten Strands\u003c/strong> offers\u003ca href=\"https://tenstrands.org/\"> professional learning \u003c/a>to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.\u003c/p>\n\u003cp>\u003cstrong>Think Earth \u003c/strong>offers 9 \u003ca href=\"https://thinkearth.org/curriculum/\">environmental education units \u003c/a>from preschool through middle school.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>The Zinn Education Project\u003c/strong> (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a \u003ca href=\"https://www.zinnedproject.org/campaigns/teach-climate-justice\">group of 18 lessons \u003c/a>aimed specifically at climate justice. Some are drawn from \u003ca href=\"https://www.rethinkingschools.org/books/title/a-people-s-curriculum-for-the-earth\">this book:\u003c/a> \u003cem>A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis\u003c/em>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Eight+Ways+To+Teach+Climate+Change+In+Almost+Any+Classroom+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"65% of teachers in our poll said the reason they don't talk about climate change is because it's not related to the subjects they teach. Here are some tips that you can use in any classroom.","status":"publish","parent":0,"modified":1556200185,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":64,"wordCount":1932},"headData":{"title":"Eight Ways To Teach Climate Change In Almost Any Classroom | KQED","description":"65% of teachers in our poll said the reason they don't talk about climate change is because it's not related to the subjects they teach. Here are some tips that you can use in any classroom.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Eight Ways To Teach Climate Change In Almost Any Classroom","datePublished":"2019-04-25T13:49:45.000Z","dateModified":"2019-04-25T13:49:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53505 https://ww2.kqed.org/mindshift/?p=53505","disqusUrl":"https://ww2.kqed.org/mindshift/2019/04/25/eight-ways-to-teach-climate-change-in-almost-any-classroom/","disqusTitle":"Eight Ways To Teach Climate Change In Almost Any Classroom","nprImageCredit":"Angela Hsieh ","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"716359470","nprApiLink":"http://api.npr.org/query?id=716359470&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/04/25/716359470/eight-ways-to-teach-climate-change-in-almost-any-classroom?ft=nprml&f=716359470","nprRetrievedStory":"1","nprPubDate":"Thu, 25 Apr 2019 09:11:00 -0400","nprStoryDate":"Thu, 25 Apr 2019 09:11:58 -0400","nprLastModifiedDate":"Thu, 25 Apr 2019 09:11:58 -0400","path":"/mindshift/53505/eight-ways-to-teach-climate-change-in-almost-any-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>NPR/IPSOS did a \u003ca href=\"https://www.npr.org/2019/04/22/714262267/most-teachers-dont-teach-climate-change-4-in-5-parents-wish-they-did\">national poll\u003c/a> recently and found that more than 8 in 10 teachers — and a similar majority of parents — support teaching kids about climate change.\u003c/p>\n\u003cp>But in reality, it's not always happening: Fewer than half of K-12 teachers told us that they talk about climate change with their children or students. Again, parents were about the same.\u003c/p>\n\u003cp>The top reason that teachers gave in our poll for not covering climate change? 65% said, \"It's not related to the subjects I teach.\"\u003c/p>\n\u003cp>Yet at the same time, we also heard from teachers and education organizations who \u003cem>are \u003c/em>introducing the topic in subjects from social studies to math to English language arts, and at every grade level, from preschool on up.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-53496\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png\" alt=\"\" width=\"1251\" height=\"877\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4.png 1251w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-160x112.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-800x561.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-768x538.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1020x715.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/04/NPR-Climate-Change-in-School-4-1200x841.png 1200w\" sizes=\"(max-width: 1251px) 100vw, 1251px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Which raises the question: Where does climate change belong in the curriculum, anyway?\u003c/p>\n\u003cp>The \"reality of human-caused climate change\" is mentioned in at least 36 state standards, according to an analysis done for NPR Ed by Glenn Branch, the deputy director at the National Center for Science Education. But, it typically appears only briefly — and most likely just in earth science classes in middle and high school. And, Branch says, that doesn't even mean that every student in those states learns about it: Only two states require students to take earth or environmental science classes to graduate high school.\u003c/p>\n\u003cp>Joseph Henderson teaches in the environmental studies department at Paul Smith's College in upstate New York. He studies how climate change is taught in schools, and believes it needs to be taught across many subjects.\u003c/p>\n\u003cp>\"For so long this has been seen as an issue that is solely within the domain of science,\" he says. \"There needs to be a greater engagement across disciplines, particularly looking at the social dimensions,\" such as the displacement of populations by natural disasters.\u003c/p>\n\u003cp>At the same time, there's a tension in pushing more educators to take this on. \"I worry a lot about asking schools to solve yet another problem that society refuses to deal with.\"\u003c/p>\n\u003cp>As a potential response to this criticism, the nonprofit Ten Strands follows an\u003ca href=\"https://tenstrands.org/incremental-infusion/\"> \"incremental infusion\"\u003c/a> model in California. In other words, environmental literacy becomes part of subjects and activities that are already in the curriculum instead of, the organization says, \"burdening educators\" with another stand-alone and complex area to cover.\u003c/p>\n\u003cp>We also heard from teachers who say they are searching for more ideas and resources to take on the topic of climate change. So, here are some thoughts about how to broach the subject with students, no matter what subject you teach:\u003c/p>\n\u003cp>\u003cstrong>1. Do a lab.\u003c/strong>\u003c/p>\n\u003cp>Lab activities can be one of the most effective ways to show children how global warming works on an accessible scale.\u003c/p>\n\u003cp>Ellie Schaffer is a sixth-grader at Alice Deal Middle School in Washington, D.C. She's done simulations on greenhouse effects in science class, using plastic wrap to trap the sun's heat. And she's used charcoal to see how black carbon from air pollution can speed the melting of ice.\u003c/p>\n\u003cp>These lessons have raised her awareness — and concern. \"We've ignored climate change for a long time and now it's getting to be, like, a real problem, so we've gotta do something.\"\u003c/p>\n\u003cp>Many teachers we talked with mentioned \u003ca href=\"https://climate.nasa.gov/\">NASA \u003c/a>as a resource for labs and activities. The ones in \u003ca href=\"https://pmm.nasa.gov/education/weather-climate\">this outline\u003c/a> can be done with everyday materials like ice, tinfoil, plastic bottles, rubber, light bulbs and a thermometer.\u003c/p>\n\u003cp>On the \u003ca href=\"https://www.earthsciweek.org/classroom-activities/ngss\">Earth Science Week\u003c/a> website, there's a list of activities and lesson plans aligned with the Next Generation Science Standards. They range from simple to elaborate.\u003c/p>\n\u003cp>\u003cstrong>2. Show a movie.\u003c/strong>\u003c/p>\n\u003cp>Susan Fisher, a seventh-grade science teacher at South Woods Middle School in Syosset, N.Y., showed her students the 2016 documentary \u003cem>Before the Flood\u003c/em>, featuring Leonardo diCaprio journeying to five continents and the Arctic to see the effects of climate change. \"It is our intention to make our students engaged citizens,\" Fisher says.\u003c/p>\n\u003cp>\u003cem>Before the Flood\u003c/em> has\u003ca href=\"https://www.beforetheflood.com/act/\"> an action page\u003c/a> and an associated curriculum. Common Sense Media has a list of\u003ca href=\"https://www.commonsensemedia.org/lists/movies-that-teach-kids-about-climate-change\"> climate change-related movies\u003c/a> for all ages.\u003c/p>\n\u003cp>The 2006 film \u003cem>An Inconvenient Truth\u003c/em> and\u003ca href=\"https://www.inconvenientsequeleducation.org/educators/\"> its 2017 sequel,\u003c/a> \u003cem>An Inconvenient Sequel: Truth To Power\u003c/em> have curricular materials created in partnership with the National Wildlife Federation.\u003c/p>\n\u003cp>\u003cstrong>3. Assign a novel.\u003c/strong>\u003c/p>\n\u003cp>Rebecca Meyer is an eighth-grade English language arts teacher at Bronx Park Middle School in New York City.\u003c/p>\n\u003cp>She assigned her students a 2013 novel by Mindy McGinnis called \u003cem>Not a Drop to Drink\u003c/em>.\u003c/p>\n\u003cp>\"As we read the novel, kids made connections between what is happening today and the novel,\" Meyer says. \"At the end of the unit, as a culminating project, students choose groups, researched current solutions for physical and economic water scarcity and created PSA videos using iMovie about the problem and how their solution could help to combat the issue.\"\u003c/p>\n\u003cp>She described the unit as a success. \"They were very engaged, they loved it,\" she explains. \"A lot of them shared this information with their families. When parents came in for parent-teacher conferences they mentioned their kids had been talking to them about conserving water.\"\u003c/p>\n\u003cp>\u003cem>Not A Drop To Drink\u003c/em> belongs to a subgenre of science fiction known as \"\u003ca href=\"http://www.cli-fi.net/\">cli-fi\u003c/a>\" (climate fiction) or sometimes eco-fiction. You can find lists of similar books at websites like \u003ca href=\"https://dragonfly.eco/\">Dragonfly.eco\u003c/a> or at the Chicago Review of Books, which has a monthly\u003ca href=\"https://chireviewofbooks.com/category/burning-worlds/\"> Burning Worlds column\u003c/a> about this kind of literature.\u003c/p>\n\u003cp>Looking for English topics for younger students?\u003ca href=\"https://curriculum.eleducation.org/\"> EL Education\u003c/a> covers environmental topics, including water conservation and the impact of natural disasters, in its K-5 English language arts curriculum.\u003c/p>\n\u003cp>\u003cstrong>4. Do citizen science.\u003c/strong>\u003c/p>\n\u003cp>Terry Reed is the self-proclaimed \"science guru\" for seventh-graders at Prince David Kawananakoa Middle School in Honolulu. He's also spent a year sailing the Caribbean, and on his way, he collected water samples on behalf of a group called\u003ca href=\"https://www.adventurescientists.org/\"> Adventure Scientists\u003c/a>, to be tested for microplastics (spoiler: even on remote, pristine beaches, all the samples had some).\u003c/p>\n\u003cp>He has assigned his students to collect water samples from beaches near their homes to submit for the same project. He also has them take pictures of cloud formations and measure temperatures, to see changes in weather patterns over time. \"One thing I stress to them, that in the next few years, they become the voting public,\" he says. \"They need to be aware of the science.\"\u003c/p>\n\u003cp>\u003cstrong>5. Assign a research project, multimedia presentation or speech.\u003c/strong>\u003c/p>\n\u003cp>Gay Collins teaches public speaking at Waterford High School in Waterford, Conn. She is interested in \"civil discourse\" as a tool for problem-solving, so she encourages her students \"to shape their speeches around critical topics, like the use of plastics, minimalism, and other environmental issues.\u003c/p>\n\u003cp>\u003cstrong>6. Talk about your personal experience.\u003c/strong>\u003c/p>\n\u003cp>Pamela Tarango teaches third grade at the Downtown Elementary School in Bakersfield, Calif.. And she tells her students about how the weather has changed there in her lifetime, getting hotter and drier: \"In our Central Valley California city of Bakersfield, there has been a change in the winter climate. I told them about how, when I was growing up in the 1970's we often had several two and three-hour delays to school starting because of dense tule fog which affected visibility. We really never have those delays in the metropolitan area. It is only the outlying areas which still have two and three-hour dense fog delays, and they are rare even for the rural areas.\"\u003c/p>\n\u003cp>(Although the Central Valley winter has \u003ca href=\"https://www.latimes.com/business/hiltzik/la-fi-hiltzik-climate-agriculture-20180309-story.html\">indeed\u003c/a> become hotter and drier due to climate change, recently a University of California, Berkeley \u003ca href=\"https://nature.berkeley.edu/news/2019/04/falling-levels-air-pollution-drove-decline-california-s-tule-fog\">study\u003c/a> has attributed the reduction in tule fog specifically to declines in air pollution.)\u003c/p>\n\u003cp>\u003cstrong>7. Do a service project.\u003c/strong>\u003c/p>\n\u003cp>\"I teach preschoolers and use the environment and our natural resources to highlight our everyday life,\" says Mercy Peña-Alevizos, who teaches at Holy Trinity Academy in Phoenix. \"I stress the importance of appreciation and eliminating waste. My students understand and have fantastic ideas. We recycle and pick up around our neighborhood.\"\u003c/p>\n\u003cp>Environmental service projects can be simple, elaborate or just for fun. Check out the\u003ca href=\"https://people.com/home/trashtag-challenge-social-media-instagram-twitter-viral/\"> #trashtag challenge\u003c/a> on social media, for example.\u003c/p>\n\u003cp>\u003cstrong>8. Start or work in a school garden.\u003c/strong>\u003c/p>\n\u003cp>Mairs Ryan teaches science at St. Gregory the Great Catholic School in San Diego. \"The sixth-graders oversee the school garden, as well as, our vermin composting bin, christened the 'Worm Hotel'. The garden is their lab and the students 'live and learn' soil carbon sequestration and regenerative agriculture. Our school's compost bin is evidence that alternatives exist to methane-producing landfills. In looking for more solutions to reduce methane, students debate food reuse practices around the world.\"\u003c/p>\n\u003cp>Check out \u003cstrong>ThePermacultureStudent.com\u003c/strong> for resources on building school gardens with rainwater capture and compost systems to regenerate the soil. There are local and regional resources like the \u003ca href=\"http://www.csgn.org/why-school-gardens\">Collective School Garden Network\u003c/a> in California,and \u003ca href=\"https://growing-minds.org/school-gardens/\">Growing Minds\u003c/a> in North Carolina, which offers basic plans for a school garden as well as lesson plans that connect gardening to Common Core standards.\u003c/p>\n\u003chr>\n\u003cp>\u003cstrong>Here are some more resources\u003c/strong>\u003c/p>\n\u003cp>After the publication of our climate poll story on Monday we heard from people all over the country with dozens more resources for climate education.\u003c/p>\n\u003cp>\u003cstrong>Alliance for Climate Education \u003c/strong>has a multimedia resource called \u003ca href=\"https://acespace.org/\">Our Climate Our Future\u003c/a>, plus more resources for educators and several action programs for youth.\u003c/p>\n\u003cp>\u003cstrong>The American Association of Geographers\u003c/strong> has free online \u003ca href=\"http://www.aag.org/cs/teachingclimatechange\">professional development resources\u003c/a> for teachers.\u003c/p>\n\u003cp>\u003cstrong>American Reading Company\u003c/strong> sells an English Language Arts curriculum called \u003ca href=\"https://www.americanreading.com/products/arc-core/\">ARCCore\u003c/a> that includes climate change themes.\u003c/p>\n\u003cp>\u003cstrong>Biointeractive, \u003c/strong>created by the Howard Hughes Medical Institute, has hundreds of free online education resources, including many on \u003ca href=\"https://www.hhmi.org/biointeractive/earth-and-environment\">education and the environment\u003c/a>, and offers professional development for teachers.\u003c/p>\n\u003cp>\u003cstrong>Climate Generation\u003c/strong> offers professional development for educators nationwide and a \u003ca href=\"https://www.climategen.org/our-core-programs/statewide-youth-network/\">youth network\u003c/a> in Minnesota.\u003c/p>\n\u003cp>\u003cstrong>CLEAN\u003c/strong> (Climate Literacy and Energy Awareness Network) has\u003ca href=\"https://cleanet.org/clean/educational_resources/index.html\"> a collection of resources\u003c/a> organized in part by the Next Generation Science Standard they are aligned with.\u003c/p>\n\u003cp>\u003cstrong>Global Oneness Project\u003c/strong> offers lesson plans that come with films and videos of \u003ca href=\"https://www.globalonenessproject.org/library/collections/climate-change\">climate impacts around the world.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Google\u003c/strong> offers free online \u003ca href=\"https://yourplanyourplanet.sustainability.google/\">environmental sustainability lesson plans\u003c/a> for grades 5-8.\u003c/p>\n\u003cp>\u003cstrong>The Morningside Center for Teaching Social Responsibility\u003c/strong> has\u003ca href=\"https://www.morningsidecenter.org/climate-change\"> a group\u003c/a> of \u003ca href=\"https://www.morningsidecenter.org/sites/default/files/2019-04/EarthDay2019TeachableMomentLessons.pdf\">19 lessons for K-12.\u003c/a>\u003c/p>\n\u003cp>\"We believe that the social and emotional skills we help strengthen in young people and adults are sorely needed to combat the fear and avoidance we and students experience around climate change,\" spokesperson Laura McClure told NPR.\u003c/p>\n\u003cp>\u003cstrong>The National Center for Science Education\u003c/strong> has\u003ca href=\"https://ncse.com/teach\"> free climate change lessons\u003c/a> that focus on combating misinformation. They also have a \u003ca href=\"https://ncse.com/scientistinclassroom\">\"scientist in the classroom\"\u003c/a> program.\u003c/p>\n\u003cp>\u003cstrong>The National Science Teachers Association\u003c/strong> has a \u003ca href=\"https://www.nsta.org/climate/\">comprehensive curriculum\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>The Paleontological Research Institution\u003c/strong> in Ithaca, NY has \u003ca href=\"https://priweb.org/index.php/pubs-special/pubs-spec-5813-detail\">a book called\u003c/a> the Teacher-Friendly Guide to Climate Change.\u003c/p>\n\u003cp>\u003cstrong>Ripple Effect \u003c/strong>\u003ca href=\"http://rippleeffectnola.com/\">\"creates STEM curriculum\" \u003c/a>for K-6 \"about real people and places impacted by climate change,\" starting with New Orleans.\u003c/p>\n\u003cp>\u003cstrong>Ten Strands\u003c/strong> offers\u003ca href=\"https://tenstrands.org/\"> professional learning \u003c/a>to educators in California in partnership with the state's recycling authority and an outdoor-education program, among others.\u003c/p>\n\u003cp>\u003cstrong>Think Earth \u003c/strong>offers 9 \u003ca href=\"https://thinkearth.org/curriculum/\">environmental education units \u003c/a>from preschool through middle school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>The Zinn Education Project\u003c/strong> (based on the work of Howard Zinn, the author of A People's History Of The United States) has launched a \u003ca href=\"https://www.zinnedproject.org/campaigns/teach-climate-justice\">group of 18 lessons \u003c/a>aimed specifically at climate justice. Some are drawn from \u003ca href=\"https://www.rethinkingschools.org/books/title/a-people-s-curriculum-for-the-earth\">this book:\u003c/a> \u003cem>A People's Curriculum For The Earth: Teaching Climate Change And The Environmental Crisis\u003c/em>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Eight+Ways+To+Teach+Climate+Change+In+Almost+Any+Classroom+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53505/eight-ways-to-teach-climate-change-in-almost-any-classroom","authors":["byline_mindshift_53505"],"categories":["mindshift_193"],"tags":["mindshift_21124","mindshift_20784","mindshift_1040","mindshift_20946"],"featImg":"mindshift_53506","label":"mindshift"},"mindshift_53331":{"type":"posts","id":"mindshift_53331","meta":{"index":"posts_1591205157","site":"mindshift","id":"53331","score":null,"sort":[1555309480000]},"guestAuthors":[],"slug":"how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on","title":"How Do We Get Middle School Students Excited About Science? Make It Hands-On","publishDate":1555309480,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Eighth-grader Liam Bayne has always liked math and science -- that’s one reason his family sent him to \u003ca href=\"https://www.tasms.com/\" target=\"_blank\" rel=\"noopener\">The Alternative School For Math and Science (ASMS)\u003c/a>. But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning.\u003c/p>\n\u003cp>“I was really excited because the first thing we did was experiments and hands-on stuff, which is my favorite part,” Liam said. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Their science curriculum is based on a program called \u003ca href=\"https://www.fossweb.com/what-is-foss\" target=\"_blank\" rel=\"noopener\">Full Option Science System (FOSS)\u003c/a>, but has changed over time as teachers bring new ideas to the curriculum and focus on meeting the \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards (NGSS)\u003c/a>.\u003c/p>\n\u003cp>“It’s really based on the idea that students learn science by doing science,” said Kim Frock, co-founder of ASMS. Kids ask questions, make observations, manipulate data, analyze, “and really through that process, develop deep conceptual understanding of what they’re doing.”\u003c/p>\n\u003cp>This style of learning can feel foreign to many ASMS students at first, whether they come from a private or public elementary school, but with time and support they often come to see its value. Kids talk with one another, and ASMS kids know this isn’t how a lot of friends at other area middle schools are learning.\u003c/p>\n\u003cp>“We’re learning similar things in science except they have the facts memorized, but they don’t really know them,” said Carolyn Heckle, an ASMS eighth-grader. “Here if you have something in your brain, it's because you did something that made it a memory.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For example, Carolyn clearly remembers an earth science unit about how different sedimentary rocks form, in which she and her partner, Liam, made sedimentary layers of shale, limestone and sandstone. They recreated the geological processes using sand, a sodium silicate solution, clay, plaster of Paris, oyster shells and water, slowly building up sedimentary layers and discussing their structures along the way. Heckle said watching rock formations form crystallized her learning about geology.\u003c/p>\n\u003cp>Both Liam and Carolyn admit group work was one of the hardest things to get used to at this school. But now, three years in, they can see just how much they’ve learned from peers. Liam described a sixth-grade engineering challenge that required student teams to design a spaceship that could pick up items and drop them off at a predetermined distance. No one in his group knew how to start. Liam asked a shy person in the group if they had an idea.\u003c/p>\n\u003cp>“They came up with an idea that we stuck with the whole time,” Liam said. “ I thought, wow, I could actually learn from them. That was the first time I started to ask other people for their opinion rather than asking for help for my opinion.”\u003cbr>\n\u003cstrong>\u003cbr>\nTHE TEACHING PHILOSOPHY AT ASMS\u003c/strong>\u003c/p>\n\u003cp>The Alternative School for Math and Science started 15 years ago when co-founder Kim Frock was startled at data showing only about half of eighth-grade students in her region, near Corning, New York, were meeting standards in math and English. In contrast, almost all the fifth-grade students were on track, “so it was pretty clear where the system was starting to break down,” she said.\u003c/p>\n\u003cfigure id=\"attachment_53334\" class=\"wp-caption aligncenter\" style=\"max-width: 5616px\">\u003cimg class=\"wp-image-53334 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg\" alt=\"The science curriculum at ASMS encourages students to work collaboratively to solve the road blocks that real scientists face when developing experiments.\" width=\"5616\" height=\"3744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg 5616w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1200x800.jpg 1200w\" sizes=\"(max-width: 5616px) 100vw, 5616px\">\u003cfigcaption class=\"wp-caption-text\">The science curriculum at ASMS encourages students to work collaboratively to solve the roadblocks that real scientists face when developing experiments. \u003ccite>(Courtesy of \u003ca href=\"https://www.tasms.com/\">The Alternative School for Math and Science\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The data prompted Frock to start the independent school in a space made available by \u003ca href=\"https://www.corning.com/worldwide/en.html\" target=\"_blank\" rel=\"noopener\">Corning Incorporated\u003c/a>, a global company responsible for inventing products like Pyrex, the gorilla glass on smartphones and the ceramic in a catalytic converter. Corning is a small, rural community with a median income of about $50,000, but Corning Inc. draws many highly educated scientists who want good local schools.\u003c/p>\n\u003cp>Corning donates to its local public schools, but ASMS has a special relationship, getting free facility space and annual funding for financial aid. While the school is private, Frock said it doesn’t use academics to determine admissions and every child’s education is heavily subsidized, although some receive more than others. She also said the school has more kids with special needs than the public schools and draws students from over 10 local districts.\u003c/p>\n\u003cp>“If you want to bring physicists and scientists to the area you have to have a top-notch education,” said Jenna Chervenic, an eighth-grade science teacher at ASMS who used to work at Corning Inc. as a fiber optics mechanical engineer. She left that job to become a high school math teacher, but later joined the ASMS staff.\u003c/p>\n\u003cp>“What I love about this job is I get to do both,” Chervenic said. “I put a lot of engineering tasks into the science curriculum.”\u003c/p>\n\u003cp>When they started the school, Frock knew they needed to teach science differently. She didn’t think the “canned experiments” many schools do, where students walk through a step-by-step process and get a predetermined result, was a good representation of what real scientists do. It’s too controlled, and doesn’t have enough room for the types of failures and setbacks that professional scientists face everyday.\u003c/p>\n\u003cp>“That’s not learning and it’s not engaging for kids,” Frock said. “Here, instead, we have inquiries for them to do and general guidelines, but they’re really asking their own questions and discovering their own knowledge.”\u003c/p>\n\u003cp>At each grade level students do three big units focusing on Life Science, Earth and Space Science, and Physical Science. At the end of each unit they do an \u003ca href=\"https://drive.google.com/file/d/1VYuYf3gkWIFlPr6t7zIUb7Is8NkJ4whF/view?ts=5c9c04b7\" target=\"_blank\" rel=\"noopener\">engineering challenge\u003c/a> designed to fill gaps in the curriculum and to get students applying what they’ve learned throughout the unit.\u003c/p>\n\u003cp>“It’s very few tests until they get to eighth grade,” Chervenic said. “There’s just a lot of authentic evaluation and looking to see what students have learned, and if they didn’t get it we don’t just keep moving on. We figure out how to put it back in our teaching so we make sure every kid has a level of proficiency and that they have felt success.”\u003c/p>\n\u003cp>Teaching this way requires small class sizes and teachers with a deep grasp of their subject matter. The teachers have to be comfortable with students pursuing their own areas of inquiry and guiding them to continue asking questions, iterating, researching and experimenting until they’ve come up with some conclusions.\u003c/p>\n\u003cp>This process was frustrating for Liam and Carolyn at first. Liam was worried people would think he wasn’t smart if he “failed” at something.\u003c/p>\n\u003cp>“Even just the word \u003ca href=\"https://www.kqed.org/mindshift/35852/instead-of-framing-failure-as-a-positive-why-not-just-use-positive-words\" target=\"_blank\" rel=\"noopener\">failure gives a negative connotation\u003c/a>,” he said. “I remember I failed at something and then my teacher said, ‘Now we know one way not to do it.’ ”\u003c/p>\n\u003cp>He’s gradually become comfortable with the idea that when he hits a roadblock in a project, that’s a chance to re-evaluate and try something else. It’s led him to always be asking “why” in everything he learns, whether that’s social studies, earth sciences or chemistry.\u003c/p>\n\u003cp>In addition to science class at each grade level, students are required to complete an independent project or compete in a national science competition. All sixth-graders do a controlled experiment answering a question they’ve designed. Questions range: Does putting food coloring in a muffin change the taste? If I drop different sized balls off a bridge, will the crater size change? It’s a science experiment, but done at school without parental help. And even if students come up with questions the teacher knows they won’t be able to prove, educators let kids pursue the idea anyway. It’s part of the learning process.\u003c/p>\n\u003cp>“If you can create that safe environment where kids are willing to take a risk, they can present a whole experiment, even if they didn’t get an answer or didn't get the answer they were looking for,” Chervenic said.\u003c/p>\n\u003cp>When students get to seventh and eighth grade they have more options to meet their science requirements. They can do another controlled experiment if they want or they can participate in \u003ca href=\"https://www.tasms.com/academic-competitions\" target=\"_blank\" rel=\"noopener\">six different national science competitions\u003c/a>: First Lego League robotics, Rube Goldberg machines, eCybermission, Exploravision, Future Cities and 3M Young Scientist.\u003c/p>\n\u003cp>“We want kids to be doing the work independently and we want them to be doing the work here,” Frock said. The expectations are high, but teachers want students working through their own problems in a place where they can get just the right support from a teacher. Work on science competitions is almost always collaborative, so staying at school is logistically easier for kids whose homes are spread out across the region. Teachers also encourage students to attend study hall and homework club after school so they can get work done at school before heading home to rest.\u003c/p>\n\u003cp>“We’ve created an environment where they come in expecting to work hard, but there’s that internal reward,” Chervenic said. “It creates that environment where they’re excited to get into class everyday, and what the day is going to hold, so you don’t have to do a lot of redirecting and stuff like that.”\u003c/p>\n\u003cp>The collaboration teachers work hard to promote throughout their students’ learning is evident in the adult work at ASMS as well. Teachers regularly visit one another’s classrooms to make sure, for example, that they’re using the same language to talk about an algebraic concept in science as they are in math class. If the English teacher notices students are weak on their writing, then in science class they may also spend extra time writing strong conclusions. Teachers here recognize that without all school disciplines working together, students won’t become well-rounded or see how big questions in life are interconnected.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>After three years at ASMS, most students have gotten good at solving their problems independently and collaborating in groups. Many have discovered a deep love for science and a desire to know much more about why the world works the way it does. And then most go off to the public high school where class sizes are bigger, some teachers are more traditional, and they take regular tests and receive grades. It’s very different from ASMS and it can be a shock.\u003c/p>\n\u003cp>“The feedback we got was that they weren’t prepared to take tests and do notetaking all year long,” Frock said. These insights came out of a survey Frock conducted with early graduates. To rectify those holes, eighth-graders now spend the last trimester learning some basics about how other schools work. They practice opening a locker, discuss how to advocate for themselves to teachers, and take practice tests. They even read class syllabi together and play around with a mock gradebook to understand how grades are weighted and what scores on different items on the syllabus could do to a final grade.\u003c/p>\n\u003cp>“The transition wasn’t that bad,” said Gracie Speicher a ninth-grader at Corning Painted Post High School. “I really like my classes. I have really good teachers.”\u003c/p>\n\u003cp>She says grades and tests are different from her learning experience at ASMS but not necessarily bad, and the transition class helped her know what to expect. She says she knows who she is as a student now, and feels comfortable asking for what she needs. On some assignments she’ll stick to the rubric, but on others, when she’s passionate about something, she goes above and beyond. She recently built a scale model of the Globe Theatre, an idea her teacher was skeptical she could complete in time, instead of presenting a slideshow about Shakespeare like many of her classmates.\u003c/p>\n\u003cp>“The project work that was very interesting and engaging helped me in the long run because it got me engaged in middle school so enjoying learning in high school is easier,” Gracie said about the transition from ASMS to high school. And she learned valuable lessons about collaboration there, something that was hard for her, since she often prefers to work individually.\u003c/p>\n\u003cp>Kim Frock, co-founder of ASMS, is proud that over 70 percent of kids who went to ASMS have gone on to pursue college degrees in science, technology, engineering and math (STEM) degrees. And, she says, that’s not because they are screening for 10-year-olds who already know they want to be scientists or mathematicians. In fact, many students come in hating the sciences, but they leave excited about them. To her, that’s proof that the learning experience students get in middle school at ASMS is sticking with them, making an impact well beyond the three years students spend in her building.\u003c/p>\n\u003cp>She knows that a private school like ASMS, with financial support from Corning Inc., gives her freedom to offer exactly the kind of education she believes all kids need, and to do so for families from diverse socioeconomic backgrounds. But she also thinks middle school is such a crucial time to get students excited as learners that other schools can learn from the success they’ve had.\u003c/p>\n\u003cp>“We’ve known how to do education right for probably 40 years, but there are very few schools that have been able to implement it,” Frock said.\u003c/p>\n\u003cp>For her, it starts with hiring teachers that share a particular education philosophy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"In order to teach here, our teachers really have to believe that every kid can be successful,” Frock said. “And I would say that’s not the attitude I’ve seen from every public school educator.\"\u003c/p>\n\n","blocks":[],"excerpt":"The inquiry-based science curriculum at this middle school has students embracing a growth mindset, using technology purposefully and exploring their identities as scientists.","status":"publish","parent":0,"modified":1567805075,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":2392},"headData":{"title":"How Do We Get Middle School Students Excited About Science? Make It Hands-On | KQED","description":"The inquiry-based science curriculum at this middle school has students embracing a growth mindset, using technology purposefully and exploring their identities as scientists.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do We Get Middle School Students Excited About Science? Make It Hands-On","datePublished":"2019-04-15T06:24:40.000Z","dateModified":"2019-09-06T21:24:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53331 https://ww2.kqed.org/mindshift/?p=53331","disqusUrl":"https://ww2.kqed.org/mindshift/2019/04/14/how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on/","disqusTitle":"How Do We Get Middle School Students Excited About Science? Make It Hands-On","path":"/mindshift/53331/how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Eighth-grader Liam Bayne has always liked math and science -- that’s one reason his family sent him to \u003ca href=\"https://www.tasms.com/\" target=\"_blank\" rel=\"noopener\">The Alternative School For Math and Science (ASMS)\u003c/a>. But he was surprised and excited when his sixth-grade science class started each new topic with experimentation, not lecture or textbook learning.\u003c/p>\n\u003cp>“I was really excited because the first thing we did was experiments and hands-on stuff, which is my favorite part,” Liam said. At ASMS the teaching philosophy centers around giving students experiences that pique their interest to know more. Their science curriculum is based on a program called \u003ca href=\"https://www.fossweb.com/what-is-foss\" target=\"_blank\" rel=\"noopener\">Full Option Science System (FOSS)\u003c/a>, but has changed over time as teachers bring new ideas to the curriculum and focus on meeting the \u003ca href=\"https://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards (NGSS)\u003c/a>.\u003c/p>\n\u003cp>“It’s really based on the idea that students learn science by doing science,” said Kim Frock, co-founder of ASMS. Kids ask questions, make observations, manipulate data, analyze, “and really through that process, develop deep conceptual understanding of what they’re doing.”\u003c/p>\n\u003cp>This style of learning can feel foreign to many ASMS students at first, whether they come from a private or public elementary school, but with time and support they often come to see its value. Kids talk with one another, and ASMS kids know this isn’t how a lot of friends at other area middle schools are learning.\u003c/p>\n\u003cp>“We’re learning similar things in science except they have the facts memorized, but they don’t really know them,” said Carolyn Heckle, an ASMS eighth-grader. “Here if you have something in your brain, it's because you did something that made it a memory.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, Carolyn clearly remembers an earth science unit about how different sedimentary rocks form, in which she and her partner, Liam, made sedimentary layers of shale, limestone and sandstone. They recreated the geological processes using sand, a sodium silicate solution, clay, plaster of Paris, oyster shells and water, slowly building up sedimentary layers and discussing their structures along the way. Heckle said watching rock formations form crystallized her learning about geology.\u003c/p>\n\u003cp>Both Liam and Carolyn admit group work was one of the hardest things to get used to at this school. But now, three years in, they can see just how much they’ve learned from peers. Liam described a sixth-grade engineering challenge that required student teams to design a spaceship that could pick up items and drop them off at a predetermined distance. No one in his group knew how to start. Liam asked a shy person in the group if they had an idea.\u003c/p>\n\u003cp>“They came up with an idea that we stuck with the whole time,” Liam said. “ I thought, wow, I could actually learn from them. That was the first time I started to ask other people for their opinion rather than asking for help for my opinion.”\u003cbr>\n\u003cstrong>\u003cbr>\nTHE TEACHING PHILOSOPHY AT ASMS\u003c/strong>\u003c/p>\n\u003cp>The Alternative School for Math and Science started 15 years ago when co-founder Kim Frock was startled at data showing only about half of eighth-grade students in her region, near Corning, New York, were meeting standards in math and English. In contrast, almost all the fifth-grade students were on track, “so it was pretty clear where the system was starting to break down,” she said.\u003c/p>\n\u003cfigure id=\"attachment_53334\" class=\"wp-caption aligncenter\" style=\"max-width: 5616px\">\u003cimg class=\"wp-image-53334 size-full\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg\" alt=\"The science curriculum at ASMS encourages students to work collaboratively to solve the road blocks that real scientists face when developing experiments.\" width=\"5616\" height=\"3744\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2.jpg 5616w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/middle-school-hands-on-science-curriculum2-1200x800.jpg 1200w\" sizes=\"(max-width: 5616px) 100vw, 5616px\">\u003cfigcaption class=\"wp-caption-text\">The science curriculum at ASMS encourages students to work collaboratively to solve the roadblocks that real scientists face when developing experiments. \u003ccite>(Courtesy of \u003ca href=\"https://www.tasms.com/\">The Alternative School for Math and Science\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The data prompted Frock to start the independent school in a space made available by \u003ca href=\"https://www.corning.com/worldwide/en.html\" target=\"_blank\" rel=\"noopener\">Corning Incorporated\u003c/a>, a global company responsible for inventing products like Pyrex, the gorilla glass on smartphones and the ceramic in a catalytic converter. Corning is a small, rural community with a median income of about $50,000, but Corning Inc. draws many highly educated scientists who want good local schools.\u003c/p>\n\u003cp>Corning donates to its local public schools, but ASMS has a special relationship, getting free facility space and annual funding for financial aid. While the school is private, Frock said it doesn’t use academics to determine admissions and every child’s education is heavily subsidized, although some receive more than others. She also said the school has more kids with special needs than the public schools and draws students from over 10 local districts.\u003c/p>\n\u003cp>“If you want to bring physicists and scientists to the area you have to have a top-notch education,” said Jenna Chervenic, an eighth-grade science teacher at ASMS who used to work at Corning Inc. as a fiber optics mechanical engineer. She left that job to become a high school math teacher, but later joined the ASMS staff.\u003c/p>\n\u003cp>“What I love about this job is I get to do both,” Chervenic said. “I put a lot of engineering tasks into the science curriculum.”\u003c/p>\n\u003cp>When they started the school, Frock knew they needed to teach science differently. She didn’t think the “canned experiments” many schools do, where students walk through a step-by-step process and get a predetermined result, was a good representation of what real scientists do. It’s too controlled, and doesn’t have enough room for the types of failures and setbacks that professional scientists face everyday.\u003c/p>\n\u003cp>“That’s not learning and it’s not engaging for kids,” Frock said. “Here, instead, we have inquiries for them to do and general guidelines, but they’re really asking their own questions and discovering their own knowledge.”\u003c/p>\n\u003cp>At each grade level students do three big units focusing on Life Science, Earth and Space Science, and Physical Science. At the end of each unit they do an \u003ca href=\"https://drive.google.com/file/d/1VYuYf3gkWIFlPr6t7zIUb7Is8NkJ4whF/view?ts=5c9c04b7\" target=\"_blank\" rel=\"noopener\">engineering challenge\u003c/a> designed to fill gaps in the curriculum and to get students applying what they’ve learned throughout the unit.\u003c/p>\n\u003cp>“It’s very few tests until they get to eighth grade,” Chervenic said. “There’s just a lot of authentic evaluation and looking to see what students have learned, and if they didn’t get it we don’t just keep moving on. We figure out how to put it back in our teaching so we make sure every kid has a level of proficiency and that they have felt success.”\u003c/p>\n\u003cp>Teaching this way requires small class sizes and teachers with a deep grasp of their subject matter. The teachers have to be comfortable with students pursuing their own areas of inquiry and guiding them to continue asking questions, iterating, researching and experimenting until they’ve come up with some conclusions.\u003c/p>\n\u003cp>This process was frustrating for Liam and Carolyn at first. Liam was worried people would think he wasn’t smart if he “failed” at something.\u003c/p>\n\u003cp>“Even just the word \u003ca href=\"https://www.kqed.org/mindshift/35852/instead-of-framing-failure-as-a-positive-why-not-just-use-positive-words\" target=\"_blank\" rel=\"noopener\">failure gives a negative connotation\u003c/a>,” he said. “I remember I failed at something and then my teacher said, ‘Now we know one way not to do it.’ ”\u003c/p>\n\u003cp>He’s gradually become comfortable with the idea that when he hits a roadblock in a project, that’s a chance to re-evaluate and try something else. It’s led him to always be asking “why” in everything he learns, whether that’s social studies, earth sciences or chemistry.\u003c/p>\n\u003cp>In addition to science class at each grade level, students are required to complete an independent project or compete in a national science competition. All sixth-graders do a controlled experiment answering a question they’ve designed. Questions range: Does putting food coloring in a muffin change the taste? If I drop different sized balls off a bridge, will the crater size change? It’s a science experiment, but done at school without parental help. And even if students come up with questions the teacher knows they won’t be able to prove, educators let kids pursue the idea anyway. It’s part of the learning process.\u003c/p>\n\u003cp>“If you can create that safe environment where kids are willing to take a risk, they can present a whole experiment, even if they didn’t get an answer or didn't get the answer they were looking for,” Chervenic said.\u003c/p>\n\u003cp>When students get to seventh and eighth grade they have more options to meet their science requirements. They can do another controlled experiment if they want or they can participate in \u003ca href=\"https://www.tasms.com/academic-competitions\" target=\"_blank\" rel=\"noopener\">six different national science competitions\u003c/a>: First Lego League robotics, Rube Goldberg machines, eCybermission, Exploravision, Future Cities and 3M Young Scientist.\u003c/p>\n\u003cp>“We want kids to be doing the work independently and we want them to be doing the work here,” Frock said. The expectations are high, but teachers want students working through their own problems in a place where they can get just the right support from a teacher. Work on science competitions is almost always collaborative, so staying at school is logistically easier for kids whose homes are spread out across the region. Teachers also encourage students to attend study hall and homework club after school so they can get work done at school before heading home to rest.\u003c/p>\n\u003cp>“We’ve created an environment where they come in expecting to work hard, but there’s that internal reward,” Chervenic said. “It creates that environment where they’re excited to get into class everyday, and what the day is going to hold, so you don’t have to do a lot of redirecting and stuff like that.”\u003c/p>\n\u003cp>The collaboration teachers work hard to promote throughout their students’ learning is evident in the adult work at ASMS as well. Teachers regularly visit one another’s classrooms to make sure, for example, that they’re using the same language to talk about an algebraic concept in science as they are in math class. If the English teacher notices students are weak on their writing, then in science class they may also spend extra time writing strong conclusions. Teachers here recognize that without all school disciplines working together, students won’t become well-rounded or see how big questions in life are interconnected.\u003c/p>\n\u003cp>\u003cstrong>HIGH SCHOOL\u003c/strong>\u003c/p>\n\u003cp>After three years at ASMS, most students have gotten good at solving their problems independently and collaborating in groups. Many have discovered a deep love for science and a desire to know much more about why the world works the way it does. And then most go off to the public high school where class sizes are bigger, some teachers are more traditional, and they take regular tests and receive grades. It’s very different from ASMS and it can be a shock.\u003c/p>\n\u003cp>“The feedback we got was that they weren’t prepared to take tests and do notetaking all year long,” Frock said. These insights came out of a survey Frock conducted with early graduates. To rectify those holes, eighth-graders now spend the last trimester learning some basics about how other schools work. They practice opening a locker, discuss how to advocate for themselves to teachers, and take practice tests. They even read class syllabi together and play around with a mock gradebook to understand how grades are weighted and what scores on different items on the syllabus could do to a final grade.\u003c/p>\n\u003cp>“The transition wasn’t that bad,” said Gracie Speicher a ninth-grader at Corning Painted Post High School. “I really like my classes. I have really good teachers.”\u003c/p>\n\u003cp>She says grades and tests are different from her learning experience at ASMS but not necessarily bad, and the transition class helped her know what to expect. She says she knows who she is as a student now, and feels comfortable asking for what she needs. On some assignments she’ll stick to the rubric, but on others, when she’s passionate about something, she goes above and beyond. She recently built a scale model of the Globe Theatre, an idea her teacher was skeptical she could complete in time, instead of presenting a slideshow about Shakespeare like many of her classmates.\u003c/p>\n\u003cp>“The project work that was very interesting and engaging helped me in the long run because it got me engaged in middle school so enjoying learning in high school is easier,” Gracie said about the transition from ASMS to high school. And she learned valuable lessons about collaboration there, something that was hard for her, since she often prefers to work individually.\u003c/p>\n\u003cp>Kim Frock, co-founder of ASMS, is proud that over 70 percent of kids who went to ASMS have gone on to pursue college degrees in science, technology, engineering and math (STEM) degrees. And, she says, that’s not because they are screening for 10-year-olds who already know they want to be scientists or mathematicians. In fact, many students come in hating the sciences, but they leave excited about them. To her, that’s proof that the learning experience students get in middle school at ASMS is sticking with them, making an impact well beyond the three years students spend in her building.\u003c/p>\n\u003cp>She knows that a private school like ASMS, with financial support from Corning Inc., gives her freedom to offer exactly the kind of education she believes all kids need, and to do so for families from diverse socioeconomic backgrounds. But she also thinks middle school is such a crucial time to get students excited as learners that other schools can learn from the success they’ve had.\u003c/p>\n\u003cp>“We’ve known how to do education right for probably 40 years, but there are very few schools that have been able to implement it,” Frock said.\u003c/p>\n\u003cp>For her, it starts with hiring teachers that share a particular education philosophy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In order to teach here, our teachers really have to believe that every kid can be successful,” Frock said. “And I would say that’s not the attitude I’ve seen from every public school educator.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53331/how-do-we-get-middle-school-students-excited-about-science-make-it-hands-on","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_797","mindshift_505","mindshift_145","mindshift_20946","mindshift_551","mindshift_47"],"featImg":"mindshift_53333","label":"mindshift"},"mindshift_51644":{"type":"posts","id":"mindshift_51644","meta":{"index":"posts_1591205157","site":"mindshift","id":"51644","score":null,"sort":[1531289192000]},"guestAuthors":[],"slug":"will-new-standards-improve-elementary-science-education","title":"Will New Standards Improve Elementary Science Education?","publishDate":1531289192,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science instruction\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\u003cp>Science could be considered the perfect elementary school subject. It provides real life applications for reading and math and develops critical thinking skills that help students solve problems in other subjects. Plus, it’s interesting. It helps answer all those “why” questions — Why is the sun hot? Why do fish swim? Why are some people tall and other people short? — that 5- to 8-year-old children are so famous for asking.\u003c/p>\n\u003cp>Young children are “super curious,” said Matt Krehbiel, director of science for Achieve, a nonprofit organization dedicated to helping students graduate high school ready to start college or to pursue a career. “We want them to be able to harness that curiosity to help them make sense of the world around them.”\u003c/p>\n\u003cp>But science has long been given short shrift in the first few years of school. Most elementary school teachers have little scientific background and many say they feel unprepared to teach the subject well, according to a \u003ca href=\"http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf\">national survey\u003c/a> of science and mathematics education conducted by a North Carolina research firm in 2012. Just 44 percent of K-2 teachers felt they were “well prepared” to teach science, according to the survey, compared to 86 percent who felt well prepared to teach reading.\u003c/p>\n\u003cp>Possibly as a result, the average first- through fourth-grade student spent just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. And that could be why just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent fourth grade students performed at or above proficient\u003c/a> on the latest National Assessment of Education Progress for science, which was administered in 2015.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s a problem because careers in science, engineering and math are some of the fastest growing (and best paid) sectors of the American economy. Such jobs made up 6.2 percent of all U.S. employment in 2015, \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">according to the U.S. Department of Commerce\u003c/a>, and that’s not counting healthcare jobs, which \u003ca href=\"https://www.kff.org/other/state-indicator/health-care-employment-as-total/?currentTimeframe=0&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D\">make up another 9.1 percent\u003c/a>. If today’s grade school children aren’t science literate, they’ll have a much bigger hurdle to overcome when they try to enter those fields in the early 2030s.\u003c/p>\n\u003cfigure id=\"attachment_51647\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg class=\"size-full wp-image-51647\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg\" alt=\"\" width=\"1125\" height=\"1500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg 1125w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-520x693.jpg 520w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Experts say students will understand more about scientific concepts if they participate in hands-on experiments like the one outlined in this Redmond, Oregon classroom. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the \u003ca href=\"https://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS), first released in 2013, could be changing all that. The standards, adopted in full by 19 states and the District of Columbia (another 19 states adopted very similar new standards), are meant to help teachers focus on the importance of learning science by conducting experiments, collecting and recording information and evaluating evidence. Getting schools and teachers to begin effectively teaching to the new learning goals is a multi-year process.\u003c/p>\n\u003cp>“The reality of implementation is that it ends up being all over the map for a variety of reasons,” Krehbiel said. “Some [states] are moving forward great guns, others not so much.”\u003c/p>\n\u003cp>A new national science test and a new national survey, both due out in 2019, will show whether science achievement has improved and whether time spent on science has increased; in the meantime, the standards are definitely spurring some to action.\u003c/p>\n\u003cp>“When there are new standards, there is new attention put on what the standards are asking us to do,” said Cristina Trecha, director of the Oregon Science Project, an organization that provides science education training to rural and semi-rural teachers in Oregon, which adopted the standards in 2014. “NGSS is going to give us a reason to teach science.”\u003c/p>\n\u003cp>That’s been true for Redmond, Oregon kindergarten teacher Jennifer Callahan.\u003c/p>\n\u003cp>“We weren’t doing much at all,” Callahan said. “There was a curriculum, but in the time I’d been here, there was no training. It was whatever we came up with ourselves. It didn’t have as much weight as reading, writing and math.”\u003c/p>\n\u003cp>It does now.\u003c/p>\n\u003cfigure id=\"attachment_51652\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51652\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jennifer Callahan explains the concept of a gentle force moving an object a short distance to her 21 kindergartners at the Redmond Early Learning Center in Redmond, Oregon. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a Wednesday in May, Callahan’s classroom at the Redmond Early Learning Center, which houses all of the semi-rural district’s 400 kindergartners, was alive with scientific discovery. Callahan’s students were arrayed in a big circle rolling a ball across the rug to various classmates. After each roll, Callahan asked if it had taken a strong force or a gentle force to move the ball. Kids answered with a hand signal — one hand petting the other for gentle, a flexed bicep for strong — then explained their answer to their partner before Callahan called on a student to say what he or she thought.\u003c/p>\n\u003cp>Next, students matched images of scenes — a toy car being pushed up a ramp or two people tossing a ball, for example — with the correct word identifying the type of force depicted: strong or gentle. After practicing as a class, kids broke into small groups to sort more images.\u003c/p>\n\u003cp>At one table, four students worked together to quickly place all their image cards under the correct header.\u003c/p>\n\u003cp>“He didn’t put that much force,” said Lorenzo Glasser, 6, as he placed an image of a boy juggling a soccer ball with his knees under the word “gentle.” How could Lorenzo tell the boy hadn’t used much force? “It made it [the ball] go not that far,” he explained.\u003c/p>\n\u003cp>Lorenzo’s classmate, Scout Simonsen, also 6, said they were old hands at understanding forces. They’d been working on it “a long time, a few weeks,” she said. She threw her hands up in the air, seeming exasperated. “It feels like 5,000 years!”\u003c/p>\n\u003cfigure id=\"attachment_51651\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51651\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergartner Lorenzo Glasser, 6, (Nike shirt) hands out illustrations to his Redmond, Oregon classmates for them to sort into according to whether a strong or gentle force is pictured. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sorting done, the class gathered back on the rug to go through the cards as a group and tell each other how they got their answers. Then it was time to continue their ongoing experiment with forces by taking out their “pinball machines” — open cardboard boxes with elastic bands stretched across, which acted as launchers for tennis balls.\u003c/p>\n\u003cp>“If you pull the launcher back really far, the ball can go a long distance,” Heidi Variz, 6, reminded the class before they got started with the next step in the experiment. What would happen if they used a shoelace, instead of their finger, to activate the launcher?\u003c/p>\n\u003cp>Reese Homann, 6, wasn’t sure about this new development. She raised her hand. “I don’t understand why we have to use the shoelace to make it different,” she said. “That’s not what was on the video.”\u003c/p>\n\u003cp>“Good question,” Callahan said. The video the class had watched before they built their pinball machines “was just the beginning,” she told Reese. “But as we do new things, we learn more.”\u003c/p>\n\u003cp>Learning more by trying new things is what Callahan loves about the NGSS-inspired science lessons she’s running in her class this year. Today’s lesson on force comes from Amplify Science, a curriculum developed by educators at Amplify, a curriculum vendor, and researchers at the \u003ca href=\"https://www.lawrencehallofscience.org/about\">Lawrence Hall of Science\u003c/a>, a public science center at the University of California, Berkeley. It’s one of three elementary school science curriculums Callahan is helping to pilot now that her district decided to re-commit to elementary science education.\u003c/p>\n\u003cfigure id=\"attachment_51646\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51646\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten students in Redmond, Oregon are asked to draw diagrams of their experiments as part of a new focus on science learning in the early grades. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Callahan has become a particularly fervent believer in the power of science education in her classroom. In 2016, she was accepted as a trainer for the Oregon Science Project. Along with 200 other Oregon educators, more than half of whom were elementary school teachers, Callahan spent the 2016-17 school year learning best practices for teaching kindergarten science. In the summer of 2017, she passed that training on to 19 of her Redmond colleagues who wanted to learn more about teaching science in their elementary school classrooms.\u003c/p>\n\u003cp>“I’m thrilled with NGSS because of all the hands-on opportunities,” Callahan said. Her students also learn the value of taking risks, making mistakes and problem solving. “That higher level thinking … I don’t think we were really pushing that before.”\u003c/p>\n\u003cp>Getting students beyond activities like memorizing the stages of a butterfly’s lifecycle or learning the parts of a plant is just what NGSS is meant to inspire. The standards list scientific concepts and practices students should understand at the end of each grade level, as well as specific ideas they should know.\u003c/p>\n\u003cp>Compiled by state leaders, the National Research Council, the National Science Teacher Association and others, the standards were warmly received by many educators when they were first released. \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2013/04/new_science_standards_encounte.html?r=261484884\">Not everyone loved them though\u003c/a>. Critics complained the standards overemphasize skills while relegating factual scientific knowledge to secondary importance. And some conservatives decried the standards’ references to climate change and evolution as so much political maneuvering.\u003c/p>\n\u003cp>But Achieve’s Krehbiel, formerly a high school science teacher in Kansas, believes the standards can make a positive difference for students.\u003c/p>\n\u003cp>“It’s all about kids being able to explain the world around them and being thoughtful about scientific information,” Krehbiel said. “If you teach in this way, kids will show an increased likelihood to pursue a career in science, see science as relevant to their lives and show an increased interest in science.”\u003c/p>\n\u003cfigure id=\"attachment_51648\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51648\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Pictured form left to right, Nathaniel Carpoff, 5, Aleigha Moss, 5, and Ladaysha Davis, 6, all kindergartners in Redmond, Oregon, tell each other what they learned from experimenting with their “pinball” machines. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oregon educators are hoping that proves true here. The state, which \u003ca href=\"http://www.csss-science.org/downloads/NAEPElemScienceData.pdf\">ranked dead last for time spent on science in elementary school\u003c/a> in 2009, is aggressively trying to get better. The Oregon Science Project was initially funded by \u003ca href=\"https://www2.ed.gov/programs/mathsci/index.html?exp=0\">a grant from the federal government\u003c/a> and will continue with funding from the state and from professional development fees charged to districts. The state also published \u003ca href=\"http://www.oregon.gov/ode/about-us/stateboard/Documents/April%202016%20board%20documents/1.6_1--oregon-stem-strategic-plan-1.21.pdf\">a science and math education strategic plan\u003c/a> in 2016. Among other goals, the plan calls for increasing the time spent on science in elementary school to above the national average.\u003c/p>\n\u003cp>Trecha, of the Oregon Science Project, said the state’s focus is beginning to make a difference, though she acknowledges there’s still a long way to go. When speaking with teachers from all over the state, Trecha said she heard that some elementary schools don’t have science as part of their weekly schedule and many districts don’t have an up-to-date science curriculum, although having one is required by state law.\u003c/p>\n\u003cp>“We’ve asked [elementary students] to make things sink or float, but we haven’t asked them to make sense of it or explain it,” Trecha said. She said children should be asked to draw diagrams of floating objects, think about invisible forces like buoyancy, or wrestle with tricky concepts like density to deepen their understanding of why some objects sink and others float.\u003c/p>\n\u003cp>It’s also important to do a better job reaching all students, Trecha said. Black and Latino students and students from low-income homes tend to perform less well on the national fourth grade science assessment. \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2015/pdf/2016157OR4.pdf\">That pattern holds true in Oregon\u003c/a>. Just 14 percent of Latino students, 10 percent of American Indian/Alaska native students and 23 percent of students who qualify for free or reduced-price lunch, an indicator of low family income, scored at or above proficient in science in 2015. (Not enough black Oregonians took the test to accurately measure the group’s performance.) In contrast, 37 percent of Oregon’s entire fourth grade population scored at or above proficient. These disparate outcomes persist through middle and high school, where \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#groups?grade=12\">girls also start to perform less well\u003c/a> than their male peers.\u003c/p>\n\u003cp>Against that backdrop, improving science instruction in \u003ca href=\"http://www.redmond.k12.or.us/files/2017/10/1617-ReportCard-1977-1.pdf\">districts like Redmond\u003c/a>, where 74 percent of K-3 students qualify for free or reduced-price lunch and 18 percent are Latino, is especially important, Trecha would argue.\u003c/p>\n\u003cp>Back in Callahan’s classroom, Malachi Ballinger, 6, and Alyssa Akre, 6, are tugging on shoelaces now attached to their rubber band launchers and observing how the tennis balls react to the forces they are now exerting on them.\u003c/p>\n\u003cp>“When we used our fingers [the ball] went off the edge,” Alyssa said. That’s not happening with the shoelace tied to the launcher, so, she concluded, the force is “kind of less now.”\u003c/p>\n\u003cp>Next, it was time to take notes on their experiment. The notes are important, Malachi said as he carefully drew a diagram of his pinball machine, “because that helps us know stuff — know how forces move.” Besides, he added, taking notes is what scientists do “so they can remember.”\u003c/p>\n\u003cp>“[Scientists] always say what happens,” Alyssa chimed in.\u003c/p>\n\u003cp>“They say ‘because’ a lot,” added Kyah Higgins, 5.\u003c/p>\n\u003cp>So, that’s what scientists do, but what do they look like?\u003c/p>\n\u003cp>Laughing, Alyssa said, as if it were the most obvious thing in the world: “They look like us!”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Science education is rarely a priority in elementary schools. That may be changing under the Next Generation Science Standards, adopted in whole or in part by 38 states and the District of Columbia. ","status":"publish","parent":0,"modified":1531289192,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":44,"wordCount":2414},"headData":{"title":"Will New Standards Improve Elementary Science Education? | KQED","description":"Science education is rarely a priority in elementary schools. That may be changing under the Next Generation Science Standards, adopted in whole or in part by 38 states and the District of Columbia. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Will New Standards Improve Elementary Science Education?","datePublished":"2018-07-11T06:06:32.000Z","dateModified":"2018-07-11T06:06:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51644 https://ww2.kqed.org/mindshift/?p=51644","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/10/will-new-standards-improve-elementary-science-education/","disqusTitle":"Will New Standards Improve Elementary Science Education?","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Lillian Mongeau, The Hechinger Report\u003c/a>","path":"/mindshift/51644/will-new-standards-improve-elementary-science-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/will-new-standards-improve-elementary-science-education/\">\u003cem>science instruction\u003c/em>\u003c/a>\u003cem> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\u003cp>Science could be considered the perfect elementary school subject. It provides real life applications for reading and math and develops critical thinking skills that help students solve problems in other subjects. Plus, it’s interesting. It helps answer all those “why” questions — Why is the sun hot? Why do fish swim? Why are some people tall and other people short? — that 5- to 8-year-old children are so famous for asking.\u003c/p>\n\u003cp>Young children are “super curious,” said Matt Krehbiel, director of science for Achieve, a nonprofit organization dedicated to helping students graduate high school ready to start college or to pursue a career. “We want them to be able to harness that curiosity to help them make sense of the world around them.”\u003c/p>\n\u003cp>But science has long been given short shrift in the first few years of school. Most elementary school teachers have little scientific background and many say they feel unprepared to teach the subject well, according to a \u003ca href=\"http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf\">national survey\u003c/a> of science and mathematics education conducted by a North Carolina research firm in 2012. Just 44 percent of K-2 teachers felt they were “well prepared” to teach science, according to the survey, compared to 86 percent who felt well prepared to teach reading.\u003c/p>\n\u003cp>Possibly as a result, the average first- through fourth-grade student spent just \u003ca href=\"https://nces.ed.gov/surveys/sass/tables/sass1112_20161012001_t1n.asp\">2.5 hours per week\u003c/a> on science during the 2011-12 school year, the last for which data is available, according to the National Center for Education Statistics. And that could be why just \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#?grade=4\">38 percent fourth grade students performed at or above proficient\u003c/a> on the latest National Assessment of Education Progress for science, which was administered in 2015.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s a problem because careers in science, engineering and math are some of the fastest growing (and best paid) sectors of the American economy. Such jobs made up 6.2 percent of all U.S. employment in 2015, \u003ca href=\"https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf\">according to the U.S. Department of Commerce\u003c/a>, and that’s not counting healthcare jobs, which \u003ca href=\"https://www.kff.org/other/state-indicator/health-care-employment-as-total/?currentTimeframe=0&selectedRows=%7B%22wrapups%22:%7B%22united-states%22:%7B%7D%7D%7D&sortModel=%7B%22colId%22:%22Location%22,%22sort%22:%22asc%22%7D\">make up another 9.1 percent\u003c/a>. If today’s grade school children aren’t science literate, they’ll have a much bigger hurdle to overcome when they try to enter those fields in the early 2030s.\u003c/p>\n\u003cfigure id=\"attachment_51647\" class=\"wp-caption alignnone\" style=\"max-width: 1125px\">\u003cimg class=\"size-full wp-image-51647\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg\" alt=\"\" width=\"1125\" height=\"1500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6.jpg 1125w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-900x1200.jpg 900w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-960x1280.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo6-520x693.jpg 520w\" sizes=\"(max-width: 1125px) 100vw, 1125px\">\u003cfigcaption class=\"wp-caption-text\">Experts say students will understand more about scientific concepts if they participate in hands-on experiments like the one outlined in this Redmond, Oregon classroom. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But the \u003ca href=\"https://www.nextgenscience.org/\">Next Generation Science Standards\u003c/a> (NGSS), first released in 2013, could be changing all that. The standards, adopted in full by 19 states and the District of Columbia (another 19 states adopted very similar new standards), are meant to help teachers focus on the importance of learning science by conducting experiments, collecting and recording information and evaluating evidence. Getting schools and teachers to begin effectively teaching to the new learning goals is a multi-year process.\u003c/p>\n\u003cp>“The reality of implementation is that it ends up being all over the map for a variety of reasons,” Krehbiel said. “Some [states] are moving forward great guns, others not so much.”\u003c/p>\n\u003cp>A new national science test and a new national survey, both due out in 2019, will show whether science achievement has improved and whether time spent on science has increased; in the meantime, the standards are definitely spurring some to action.\u003c/p>\n\u003cp>“When there are new standards, there is new attention put on what the standards are asking us to do,” said Cristina Trecha, director of the Oregon Science Project, an organization that provides science education training to rural and semi-rural teachers in Oregon, which adopted the standards in 2014. “NGSS is going to give us a reason to teach science.”\u003c/p>\n\u003cp>That’s been true for Redmond, Oregon kindergarten teacher Jennifer Callahan.\u003c/p>\n\u003cp>“We weren’t doing much at all,” Callahan said. “There was a curriculum, but in the time I’d been here, there was no training. It was whatever we came up with ourselves. It didn’t have as much weight as reading, writing and math.”\u003c/p>\n\u003cp>It does now.\u003c/p>\n\u003cfigure id=\"attachment_51652\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51652\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo1-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Jennifer Callahan explains the concept of a gentle force moving an object a short distance to her 21 kindergartners at the Redmond Early Learning Center in Redmond, Oregon. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On a Wednesday in May, Callahan’s classroom at the Redmond Early Learning Center, which houses all of the semi-rural district’s 400 kindergartners, was alive with scientific discovery. Callahan’s students were arrayed in a big circle rolling a ball across the rug to various classmates. After each roll, Callahan asked if it had taken a strong force or a gentle force to move the ball. Kids answered with a hand signal — one hand petting the other for gentle, a flexed bicep for strong — then explained their answer to their partner before Callahan called on a student to say what he or she thought.\u003c/p>\n\u003cp>Next, students matched images of scenes — a toy car being pushed up a ramp or two people tossing a ball, for example — with the correct word identifying the type of force depicted: strong or gentle. After practicing as a class, kids broke into small groups to sort more images.\u003c/p>\n\u003cp>At one table, four students worked together to quickly place all their image cards under the correct header.\u003c/p>\n\u003cp>“He didn’t put that much force,” said Lorenzo Glasser, 6, as he placed an image of a boy juggling a soccer ball with his knees under the word “gentle.” How could Lorenzo tell the boy hadn’t used much force? “It made it [the ball] go not that far,” he explained.\u003c/p>\n\u003cp>Lorenzo’s classmate, Scout Simonsen, also 6, said they were old hands at understanding forces. They’d been working on it “a long time, a few weeks,” she said. She threw her hands up in the air, seeming exasperated. “It feels like 5,000 years!”\u003c/p>\n\u003cfigure id=\"attachment_51651\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51651\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo2-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergartner Lorenzo Glasser, 6, (Nike shirt) hands out illustrations to his Redmond, Oregon classmates for them to sort into according to whether a strong or gentle force is pictured. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sorting done, the class gathered back on the rug to go through the cards as a group and tell each other how they got their answers. Then it was time to continue their ongoing experiment with forces by taking out their “pinball machines” — open cardboard boxes with elastic bands stretched across, which acted as launchers for tennis balls.\u003c/p>\n\u003cp>“If you pull the launcher back really far, the ball can go a long distance,” Heidi Variz, 6, reminded the class before they got started with the next step in the experiment. What would happen if they used a shoelace, instead of their finger, to activate the launcher?\u003c/p>\n\u003cp>Reese Homann, 6, wasn’t sure about this new development. She raised her hand. “I don’t understand why we have to use the shoelace to make it different,” she said. “That’s not what was on the video.”\u003c/p>\n\u003cp>“Good question,” Callahan said. The video the class had watched before they built their pinball machines “was just the beginning,” she told Reese. “But as we do new things, we learn more.”\u003c/p>\n\u003cp>Learning more by trying new things is what Callahan loves about the NGSS-inspired science lessons she’s running in her class this year. Today’s lesson on force comes from Amplify Science, a curriculum developed by educators at Amplify, a curriculum vendor, and researchers at the \u003ca href=\"https://www.lawrencehallofscience.org/about\">Lawrence Hall of Science\u003c/a>, a public science center at the University of California, Berkeley. It’s one of three elementary school science curriculums Callahan is helping to pilot now that her district decided to re-commit to elementary science education.\u003c/p>\n\u003cfigure id=\"attachment_51646\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51646\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo7-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten students in Redmond, Oregon are asked to draw diagrams of their experiments as part of a new focus on science learning in the early grades. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Callahan has become a particularly fervent believer in the power of science education in her classroom. In 2016, she was accepted as a trainer for the Oregon Science Project. Along with 200 other Oregon educators, more than half of whom were elementary school teachers, Callahan spent the 2016-17 school year learning best practices for teaching kindergarten science. In the summer of 2017, she passed that training on to 19 of her Redmond colleagues who wanted to learn more about teaching science in their elementary school classrooms.\u003c/p>\n\u003cp>“I’m thrilled with NGSS because of all the hands-on opportunities,” Callahan said. Her students also learn the value of taking risks, making mistakes and problem solving. “That higher level thinking … I don’t think we were really pushing that before.”\u003c/p>\n\u003cp>Getting students beyond activities like memorizing the stages of a butterfly’s lifecycle or learning the parts of a plant is just what NGSS is meant to inspire. The standards list scientific concepts and practices students should understand at the end of each grade level, as well as specific ideas they should know.\u003c/p>\n\u003cp>Compiled by state leaders, the National Research Council, the National Science Teacher Association and others, the standards were warmly received by many educators when they were first released. \u003ca href=\"http://blogs.edweek.org/edweek/curriculum/2013/04/new_science_standards_encounte.html?r=261484884\">Not everyone loved them though\u003c/a>. Critics complained the standards overemphasize skills while relegating factual scientific knowledge to secondary importance. And some conservatives decried the standards’ references to climate change and evolution as so much political maneuvering.\u003c/p>\n\u003cp>But Achieve’s Krehbiel, formerly a high school science teacher in Kansas, believes the standards can make a positive difference for students.\u003c/p>\n\u003cp>“It’s all about kids being able to explain the world around them and being thoughtful about scientific information,” Krehbiel said. “If you teach in this way, kids will show an increased likelihood to pursue a career in science, see science as relevant to their lives and show an increased interest in science.”\u003c/p>\n\u003cfigure id=\"attachment_51648\" class=\"wp-caption alignnone\" style=\"max-width: 1500px\">\u003cimg class=\"size-full wp-image-51648\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg\" alt=\"\" width=\"1500\" height=\"1125\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5.jpg 1500w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1200x900.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/07/Mongeau-K3science-photo5-520x390.jpg 520w\" sizes=\"(max-width: 1500px) 100vw, 1500px\">\u003cfigcaption class=\"wp-caption-text\">Pictured form left to right, Nathaniel Carpoff, 5, Aleigha Moss, 5, and Ladaysha Davis, 6, all kindergartners in Redmond, Oregon, tell each other what they learned from experimenting with their “pinball” machines. \u003ccite>(Lillian Mongeau/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Oregon educators are hoping that proves true here. The state, which \u003ca href=\"http://www.csss-science.org/downloads/NAEPElemScienceData.pdf\">ranked dead last for time spent on science in elementary school\u003c/a> in 2009, is aggressively trying to get better. The Oregon Science Project was initially funded by \u003ca href=\"https://www2.ed.gov/programs/mathsci/index.html?exp=0\">a grant from the federal government\u003c/a> and will continue with funding from the state and from professional development fees charged to districts. The state also published \u003ca href=\"http://www.oregon.gov/ode/about-us/stateboard/Documents/April%202016%20board%20documents/1.6_1--oregon-stem-strategic-plan-1.21.pdf\">a science and math education strategic plan\u003c/a> in 2016. Among other goals, the plan calls for increasing the time spent on science in elementary school to above the national average.\u003c/p>\n\u003cp>Trecha, of the Oregon Science Project, said the state’s focus is beginning to make a difference, though she acknowledges there’s still a long way to go. When speaking with teachers from all over the state, Trecha said she heard that some elementary schools don’t have science as part of their weekly schedule and many districts don’t have an up-to-date science curriculum, although having one is required by state law.\u003c/p>\n\u003cp>“We’ve asked [elementary students] to make things sink or float, but we haven’t asked them to make sense of it or explain it,” Trecha said. She said children should be asked to draw diagrams of floating objects, think about invisible forces like buoyancy, or wrestle with tricky concepts like density to deepen their understanding of why some objects sink and others float.\u003c/p>\n\u003cp>It’s also important to do a better job reaching all students, Trecha said. Black and Latino students and students from low-income homes tend to perform less well on the national fourth grade science assessment. \u003ca href=\"https://nces.ed.gov/nationsreportcard/subject/publications/stt2015/pdf/2016157OR4.pdf\">That pattern holds true in Oregon\u003c/a>. Just 14 percent of Latino students, 10 percent of American Indian/Alaska native students and 23 percent of students who qualify for free or reduced-price lunch, an indicator of low family income, scored at or above proficient in science in 2015. (Not enough black Oregonians took the test to accurately measure the group’s performance.) In contrast, 37 percent of Oregon’s entire fourth grade population scored at or above proficient. These disparate outcomes persist through middle and high school, where \u003ca href=\"https://www.nationsreportcard.gov/science_2015/#groups?grade=12\">girls also start to perform less well\u003c/a> than their male peers.\u003c/p>\n\u003cp>Against that backdrop, improving science instruction in \u003ca href=\"http://www.redmond.k12.or.us/files/2017/10/1617-ReportCard-1977-1.pdf\">districts like Redmond\u003c/a>, where 74 percent of K-3 students qualify for free or reduced-price lunch and 18 percent are Latino, is especially important, Trecha would argue.\u003c/p>\n\u003cp>Back in Callahan’s classroom, Malachi Ballinger, 6, and Alyssa Akre, 6, are tugging on shoelaces now attached to their rubber band launchers and observing how the tennis balls react to the forces they are now exerting on them.\u003c/p>\n\u003cp>“When we used our fingers [the ball] went off the edge,” Alyssa said. That’s not happening with the shoelace tied to the launcher, so, she concluded, the force is “kind of less now.”\u003c/p>\n\u003cp>Next, it was time to take notes on their experiment. The notes are important, Malachi said as he carefully drew a diagram of his pinball machine, “because that helps us know stuff — know how forces move.” Besides, he added, taking notes is what scientists do “so they can remember.”\u003c/p>\n\u003cp>“[Scientists] always say what happens,” Alyssa chimed in.\u003c/p>\n\u003cp>“They say ‘because’ a lot,” added Kyah Higgins, 5.\u003c/p>\n\u003cp>So, that’s what scientists do, but what do they look like?\u003c/p>\n\u003cp>Laughing, Alyssa said, as if it were the most obvious thing in the world: “They look like us!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story \u003c/em>\u003cem>was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">Hechinger newsletter\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51644/will-new-standards-improve-elementary-science-education","authors":["byline_mindshift_51644"],"categories":["mindshift_193"],"tags":["mindshift_21101","mindshift_20784","mindshift_1040","mindshift_20946","mindshift_1022","mindshift_391"],"featImg":"mindshift_51649","label":"mindshift"},"mindshift_51555":{"type":"posts","id":"mindshift_51555","meta":{"index":"posts_1591205157","site":"mindshift","id":"51555","score":null,"sort":[1530858063000]},"guestAuthors":[],"slug":"applying-the-power-of-stories-to-excite-students-about-science","title":"Applying the Power of Stories to Excite Students About Science","publishDate":1530858063,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ed Kang loved science growing up and ended up earning a Ph.D. in neuroscience. But he left academia to teach high school over 10 years ago, believing one of the reasons students at neighborhood schools (non-magnet) in Chicago dislike science is that they don’t have teachers who are passionate about the subject. While teaching at a high-poverty school on Chicago’s South Side, Kang met his future wife, Amy Schwartzbach-Kang, an English teacher. Amy grew up in a family full of scientists, but found the subject dull, rote and uninspiring.\u003c/p>\n\u003cp>“There’s so many cool things you can do [with science],” Amy said, “and I always wondered if you approached it differently, if someone like me would want to be involved.”\u003c/p>\n\u003cp>One year, Amy and Ed taught the same group of high school students and decided to experiment with an interdisciplinary unit. In her English class, Amy taught “Chew on This,” a book about fast food and its influence on kids. While the students discussed nutrition science and how it related to their lives, Ed was teaching them in science class about macromolecules in food and how the body absorbs proteins and carbohydrates.\u003c/p>\n\u003cp>“When we were able to do that type of learning we realized it was really helpful, so we were interested in doing more things like that,” Amy said. They noticed that students who were often checked out in class paid more attention, bringing up things they’d learned in science during the English discussion, for example.\u003c/p>\n\u003cp>But the schedule and structure of traditional high school makes those types of collaborations difficult. Many teachers and administrators are overwhelmingly focused on test scores because of the consequences of poor performance. The type of inventive, cross-disciplinary teaching Amy and Ed wanted to do didn’t seem to fit into those priorities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>STARTING THE LABORATORY\u003c/strong>\u003c/p>\n\u003cp>Like so many teachers around the country, Amy and Ed started a side hustle, although rather than working for someone else in another field, they wanted the freedom to teach how they believed kids learn best. At \u003ca href=\"https://www.thelaboratorychi.org/\" target=\"_blank\" rel=\"noopener\">The Laboratory\u003c/a>, Amy and Ed used their unique strengths to develop a science camp based on the stories kids love. Their first creation immersed kids in the world of Harry Potter, weaving in science and engineering along the way.\u003c/p>\n\u003cfigure id=\"attachment_51556\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp1-e1530297826104.jpg\" alt=\"Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\" width=\"2000\" height=\"1188\">\u003cfigcaption class=\"wp-caption-text\">Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\u003cbr>They use math, calculating and measuring to make their own soap. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything we do, they feel like they’re immersed in the word,” Amy said. “We really try to make them feel like they’re a character in the book and then we use the science and math to support what they’re doing.”\u003c/p>\n\u003cp>On day one of camp, kids between the ages of 8 and 12 enter The Laboratory through a brick wall -- like wizarding students on their way to the Hogwarts train. They don wizarding robes, are sorted into houses, and spend the first day designing their wands and using circuits to make them light up. They even learn spells based in Latin.\u003c/p>\n\u003cp>“Our philosophy is that we’re trying to attract those who could really care less about science and chemistry, but they really love these books,” Kang said.\u003c/p>\n\u003cp>Students are often attracted to the camp for the immersive world and creative play, but stay for the science. As the week progresses they talk about genetics and try to breed their own \u003ca href=\"http://harrypotter.wikia.com/wiki/Pygmy_Puff\" target=\"_blank\" rel=\"noopener\">Pygmy Puffs\u003c/a>, like the Weasley twins. Or they are given engineering wizarding challenges to solve in teams, like to design a net to catch an array of Harry Potter creatures -- each a different size and with different magical abilities -- falling from an established height.\u003c/p>\n\u003cp>“They’re given these scenarios based on the world that they’re going to use engineering to problem-solve,” Amy said. While the two teachers prefer to let the kids tinker, they try to lay out some basic steps so the frustration point isn’t too high. This is supposed to be fun -- and educational -- after all.\u003c/p>\n\u003cp>“It took me a long time to embrace this way of teaching,” Ed said. “I’m starting to realize, especially when parents embraced it, that this is actually a great way of teaching.”\u003c/p>\n\u003cp>Even now, Ed has a tendency to put too much content into his demonstrations. But that’s where his wife provides a good balance, reminding him to let the story lead and to get students working with their hands sooner rather than later.\u003c/p>\n\u003cp>The pair started with Harry Potter camp and soon began expanding into Choose Your Own Zombie Apocalypse camp, \u003ca href=\"https://en.wikipedia.org/wiki/Percy_Jackson\" target=\"_blank\" rel=\"noopener\">Percy Jackson\u003c/a> camp and others. As demand grew, Ed decided to quit his teaching job and work on designing experiences for the camp full time. Amy still teaches high school, but finds The Laboratory work essential for her sanity.\u003c/p>\n\u003cfigure id=\"attachment_51558\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51558\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp2.jpg\" alt='During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design-thinking to create a better Viking boat, testing it out in racing challenges against other clans.' width=\"2000\" height=\"1187\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1020x605.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1200x712.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1180x700.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design thinking to create a better Viking boat, testing it out in racing challenges against other clans. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was getting very burnt out, but this has invigorated me and has helped me see again why I’m doing what I’m doing,” she said. She’s even trying to bring some of what works so well at The Laboratory back to her classroom.\u003c/p>\n\u003cp>Last year she worked with students who have special needs, co-teaching in a trigonometry class. She’s constantly trying to relate the material back to the real world and encourages students to rewrite the backstory of their “story problems” into something more interesting. It’s a small step, but she’s seeing it make a difference.\u003c/p>\n\u003cp>“We really do want to bring this into the classroom because most of the kids who come to our camp have the means to come to our camp,” Ed said. “You don’t really need to have a Ph.D. to have these lessons. It’s the idea of integrating science within your curriculum.”\u003c/p>\n\u003cp>In fact, using stories to get kids excited about everything from \u003ca href=\"https://www.kqed.org/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education\" target=\"_blank\" rel=\"noopener\">computer coding\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills\" target=\"_blank\" rel=\"noopener\">engineering\u003c/a> is gaining popularity with educators around the country. Amy and Ed hope some of that creativity will reach the disadvantaged kids Amy still teaches in Chicago.\u003c/p>\n\u003cp>\u003cstrong>SPREADING THIS IDEA TO CHICAGO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Some of The Laboratory’s best ambassadors to the schools are the kids and parents who have participated during spring, summer and winter breaks. Erica Smith’s son, Whitman, attended Harry Potter camp several summers ago and loved it.\u003c/p>\n\u003cfigure id=\"attachment_51559\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51559\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp4.jpg\" alt=\"Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, non-fiction of varying levels. Reading has become one of the most popular activities at this science camp.\" width=\"2000\" height=\"1188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1200x713.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-240x143.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, nonfiction of varying levels. Reading has become one of the most popular activities at this science camp. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He talked about it for weeks; he told all of his teachers about it,” Smith said. When he told his art teacher about the projects he’d done, she got excited, too, eventually writing a grant to integrate science, technology, engineering, art and math (STEAM) within the K-8 curriculum schoolwide. She then used some of the money to fund a field trip to The Laboratory for the whole class. Erica Smith went along as a parent chaperone and was impressed.\u003c/p>\n\u003cp>Ed Kang designed an experience tailored to the curriculum Whitman’s class was studying about the pilgrims. He explained to the students how the Mayflower wasn’t a well-designed ship and actually had to head back to port for repairs when it set off. He described some of the physics behind seaworthy boats, and tasked them with designing a better model, using only limited supplies.\u003c/p>\n\u003cp>“There were a lot of different iterations because it reinforced that STEAM/maker mindset that they’ve been learning at school about the evolution of your design,” Smith said.\u003c/p>\n\u003cp>Smith is a biochemist and is familiar with the traditional ways of teaching science because she lived it. She doesn’t think that model capitalizes on young students' natural curiosity and energy.\u003c/p>\n\u003cp>“I think the reality is that students remember experiences,” Smith said. “They retain what they learn through experience much better than what they retain through lecture and note taking.”\u003c/p>\n\u003cp>That’s been true for her son, Whitman, who acknowledges he likes science and does well in science classes, too. But even years after the Harry Potter camp, he remembers mixing chemicals to make dragon fire and using blow torches to make his own galleons (the money from Harry Potter).\u003c/p>\n\u003cp>“I think school’s learning system is pretty good, but I think if we incorporated more of that hands-on learning it would make it: a) more understandable, and b) we learn more,” Whitman said. He’s a kid with an active imagination and love for fantasy, as well as an interest in science, and he thought blending the two was a great idea.\u003c/p>\n\u003cp>Ed Kang hopes that as more educators focus on the \u003ca href=\"http://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a>, which emphasize the engineering, problem-solving and thinking skills embedded in the experiences he creates, that more teachers will want to partner with him. He’d love to help coach other teachers so that they can bring this teaching approach to kids from every socioeconomic background in school.\u003c/p>\n\u003cp>“It was really difficult for me to think about adding art, all this imagination, and literature into my lessons,” Kang admitted. “I never thought that should drive science.”\u003c/p>\n\u003cp>But he can’t deny that his passion for science wasn’t enough to interest the kids he worked with in traditional classrooms. They weren’t doing that much better, they still tuned him out, and no matter how interesting he thought his examples were, they didn’t. His experiences designing for The Laboratory have made him a convert to the power of storytelling to draw students into science. And he stresses that teachers can take small steps toward this kind of interdisciplinary learning.\u003c/p>\n\u003cp>“The science knowledge is not the most important part here,” Kang emphasizes to elementary school teachers who may not have his background. “We’re trying to get teachers to understand they don’t have to be ginormous experiments.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Many opportunities for interdisciplinary learning exist in elementary school classrooms that aren’t nearly as involved or elaborate as what The Laboratory does. Teachers just need a little more space and time, and a little less test score pressure, to tap into their inventive sides.\u003c/p>\n\n","blocks":[],"excerpt":"By exploring the science in stories kids love, these Chicago teachers are creating an interdisciplinary learning experience that's working with students. ","status":"publish","parent":0,"modified":1530858165,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1847},"headData":{"title":"Applying the Power of Stories to Excite Students About Science | KQED","description":"By exploring the science in stories kids love, these Chicago teachers are creating an interdisciplinary learning experience that's working with students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Applying the Power of Stories to Excite Students About Science","datePublished":"2018-07-06T06:21:03.000Z","dateModified":"2018-07-06T06:22:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"51555 https://ww2.kqed.org/mindshift/?p=51555","disqusUrl":"https://ww2.kqed.org/mindshift/2018/07/05/applying-the-power-of-stories-to-excite-students-about-science/","disqusTitle":"Applying the Power of Stories to Excite Students About Science","path":"/mindshift/51555/applying-the-power-of-stories-to-excite-students-about-science","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ed Kang loved science growing up and ended up earning a Ph.D. in neuroscience. But he left academia to teach high school over 10 years ago, believing one of the reasons students at neighborhood schools (non-magnet) in Chicago dislike science is that they don’t have teachers who are passionate about the subject. While teaching at a high-poverty school on Chicago’s South Side, Kang met his future wife, Amy Schwartzbach-Kang, an English teacher. Amy grew up in a family full of scientists, but found the subject dull, rote and uninspiring.\u003c/p>\n\u003cp>“There’s so many cool things you can do [with science],” Amy said, “and I always wondered if you approached it differently, if someone like me would want to be involved.”\u003c/p>\n\u003cp>One year, Amy and Ed taught the same group of high school students and decided to experiment with an interdisciplinary unit. In her English class, Amy taught “Chew on This,” a book about fast food and its influence on kids. While the students discussed nutrition science and how it related to their lives, Ed was teaching them in science class about macromolecules in food and how the body absorbs proteins and carbohydrates.\u003c/p>\n\u003cp>“When we were able to do that type of learning we realized it was really helpful, so we were interested in doing more things like that,” Amy said. They noticed that students who were often checked out in class paid more attention, bringing up things they’d learned in science during the English discussion, for example.\u003c/p>\n\u003cp>But the schedule and structure of traditional high school makes those types of collaborations difficult. Many teachers and administrators are overwhelmingly focused on test scores because of the consequences of poor performance. The type of inventive, cross-disciplinary teaching Amy and Ed wanted to do didn’t seem to fit into those priorities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>STARTING THE LABORATORY\u003c/strong>\u003c/p>\n\u003cp>Like so many teachers around the country, Amy and Ed started a side hustle, although rather than working for someone else in another field, they wanted the freedom to teach how they believed kids learn best. At \u003ca href=\"https://www.thelaboratorychi.org/\" target=\"_blank\" rel=\"noopener\">The Laboratory\u003c/a>, Amy and Ed used their unique strengths to develop a science camp based on the stories kids love. Their first creation immersed kids in the world of Harry Potter, weaving in science and engineering along the way.\u003c/p>\n\u003cfigure id=\"attachment_51556\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51556\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp1-e1530297826104.jpg\" alt=\"Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\" width=\"2000\" height=\"1188\">\u003cfigcaption class=\"wp-caption-text\">Students learn survival skills during the Choose-Your-Own-Adventure Zombie Apocalypse camp.\u003cbr>They use math, calculating and measuring to make their own soap. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Everything we do, they feel like they’re immersed in the word,” Amy said. “We really try to make them feel like they’re a character in the book and then we use the science and math to support what they’re doing.”\u003c/p>\n\u003cp>On day one of camp, kids between the ages of 8 and 12 enter The Laboratory through a brick wall -- like wizarding students on their way to the Hogwarts train. They don wizarding robes, are sorted into houses, and spend the first day designing their wands and using circuits to make them light up. They even learn spells based in Latin.\u003c/p>\n\u003cp>“Our philosophy is that we’re trying to attract those who could really care less about science and chemistry, but they really love these books,” Kang said.\u003c/p>\n\u003cp>Students are often attracted to the camp for the immersive world and creative play, but stay for the science. As the week progresses they talk about genetics and try to breed their own \u003ca href=\"http://harrypotter.wikia.com/wiki/Pygmy_Puff\" target=\"_blank\" rel=\"noopener\">Pygmy Puffs\u003c/a>, like the Weasley twins. Or they are given engineering wizarding challenges to solve in teams, like to design a net to catch an array of Harry Potter creatures -- each a different size and with different magical abilities -- falling from an established height.\u003c/p>\n\u003cp>“They’re given these scenarios based on the world that they’re going to use engineering to problem-solve,” Amy said. While the two teachers prefer to let the kids tinker, they try to lay out some basic steps so the frustration point isn’t too high. This is supposed to be fun -- and educational -- after all.\u003c/p>\n\u003cp>“It took me a long time to embrace this way of teaching,” Ed said. “I’m starting to realize, especially when parents embraced it, that this is actually a great way of teaching.”\u003c/p>\n\u003cp>Even now, Ed has a tendency to put too much content into his demonstrations. But that’s where his wife provides a good balance, reminding him to let the story lead and to get students working with their hands sooner rather than later.\u003c/p>\n\u003cp>The pair started with Harry Potter camp and soon began expanding into Choose Your Own Zombie Apocalypse camp, \u003ca href=\"https://en.wikipedia.org/wiki/Percy_Jackson\" target=\"_blank\" rel=\"noopener\">Percy Jackson\u003c/a> camp and others. As demand grew, Ed decided to quit his teaching job and work on designing experiences for the camp full time. Amy still teaches high school, but finds The Laboratory work essential for her sanity.\u003c/p>\n\u003cfigure id=\"attachment_51558\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51558\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp2.jpg\" alt='During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design-thinking to create a better Viking boat, testing it out in racing challenges against other clans.' width=\"2000\" height=\"1187\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1020x605.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1200x712.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-1180x700.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-240x142.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp2-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">During \"On Training Your Dragon\" camp, students learn about the Vikings and the science behind dragons and magical species. They used Newton’s laws of motion and design thinking to create a better Viking boat, testing it out in racing challenges against other clans. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was getting very burnt out, but this has invigorated me and has helped me see again why I’m doing what I’m doing,” she said. She’s even trying to bring some of what works so well at The Laboratory back to her classroom.\u003c/p>\n\u003cp>Last year she worked with students who have special needs, co-teaching in a trigonometry class. She’s constantly trying to relate the material back to the real world and encourages students to rewrite the backstory of their “story problems” into something more interesting. It’s a small step, but she’s seeing it make a difference.\u003c/p>\n\u003cp>“We really do want to bring this into the classroom because most of the kids who come to our camp have the means to come to our camp,” Ed said. “You don’t really need to have a Ph.D. to have these lessons. It’s the idea of integrating science within your curriculum.”\u003c/p>\n\u003cp>In fact, using stories to get kids excited about everything from \u003ca href=\"https://www.kqed.org/mindshift/39949/could-storytelling-be-the-secret-sauce-to-stem-education\" target=\"_blank\" rel=\"noopener\">computer coding\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/48289/a-literacy-based-strategy-to-help-teachers-integrate-science-skills\" target=\"_blank\" rel=\"noopener\">engineering\u003c/a> is gaining popularity with educators around the country. Amy and Ed hope some of that creativity will reach the disadvantaged kids Amy still teaches in Chicago.\u003c/p>\n\u003cp>\u003cstrong>SPREADING THIS IDEA TO CHICAGO SCHOOLS\u003c/strong>\u003c/p>\n\u003cp>Some of The Laboratory’s best ambassadors to the schools are the kids and parents who have participated during spring, summer and winter breaks. Erica Smith’s son, Whitman, attended Harry Potter camp several summers ago and loved it.\u003c/p>\n\u003cfigure id=\"attachment_51559\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg class=\"size-full wp-image-51559\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/06/Labcamp4.jpg\" alt=\"Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, non-fiction of varying levels. Reading has become one of the most popular activities at this science camp.\" width=\"2000\" height=\"1188\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4.jpg 2000w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-160x95.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-800x475.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-768x456.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1020x606.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1200x713.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-1180x701.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-960x570.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-240x143.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-375x223.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/06/Labcamp4-520x309.jpg 520w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Amy and Ed curate a specific collection of books for each camp: fiction, graphic novels, picture books, nonfiction of varying levels. Reading has become one of the most popular activities at this science camp. \u003ccite>(Courtesy Amy Schwartzbach-Kang/The Laboratory)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He talked about it for weeks; he told all of his teachers about it,” Smith said. When he told his art teacher about the projects he’d done, she got excited, too, eventually writing a grant to integrate science, technology, engineering, art and math (STEAM) within the K-8 curriculum schoolwide. She then used some of the money to fund a field trip to The Laboratory for the whole class. Erica Smith went along as a parent chaperone and was impressed.\u003c/p>\n\u003cp>Ed Kang designed an experience tailored to the curriculum Whitman’s class was studying about the pilgrims. He explained to the students how the Mayflower wasn’t a well-designed ship and actually had to head back to port for repairs when it set off. He described some of the physics behind seaworthy boats, and tasked them with designing a better model, using only limited supplies.\u003c/p>\n\u003cp>“There were a lot of different iterations because it reinforced that STEAM/maker mindset that they’ve been learning at school about the evolution of your design,” Smith said.\u003c/p>\n\u003cp>Smith is a biochemist and is familiar with the traditional ways of teaching science because she lived it. She doesn’t think that model capitalizes on young students' natural curiosity and energy.\u003c/p>\n\u003cp>“I think the reality is that students remember experiences,” Smith said. “They retain what they learn through experience much better than what they retain through lecture and note taking.”\u003c/p>\n\u003cp>That’s been true for her son, Whitman, who acknowledges he likes science and does well in science classes, too. But even years after the Harry Potter camp, he remembers mixing chemicals to make dragon fire and using blow torches to make his own galleons (the money from Harry Potter).\u003c/p>\n\u003cp>“I think school’s learning system is pretty good, but I think if we incorporated more of that hands-on learning it would make it: a) more understandable, and b) we learn more,” Whitman said. He’s a kid with an active imagination and love for fantasy, as well as an interest in science, and he thought blending the two was a great idea.\u003c/p>\n\u003cp>Ed Kang hopes that as more educators focus on the \u003ca href=\"http://www.nextgenscience.org/\" target=\"_blank\" rel=\"noopener\">Next Generation Science Standards\u003c/a>, which emphasize the engineering, problem-solving and thinking skills embedded in the experiences he creates, that more teachers will want to partner with him. He’d love to help coach other teachers so that they can bring this teaching approach to kids from every socioeconomic background in school.\u003c/p>\n\u003cp>“It was really difficult for me to think about adding art, all this imagination, and literature into my lessons,” Kang admitted. “I never thought that should drive science.”\u003c/p>\n\u003cp>But he can’t deny that his passion for science wasn’t enough to interest the kids he worked with in traditional classrooms. They weren’t doing that much better, they still tuned him out, and no matter how interesting he thought his examples were, they didn’t. His experiences designing for The Laboratory have made him a convert to the power of storytelling to draw students into science. And he stresses that teachers can take small steps toward this kind of interdisciplinary learning.\u003c/p>\n\u003cp>“The science knowledge is not the most important part here,” Kang emphasizes to elementary school teachers who may not have his background. “We’re trying to get teachers to understand they don’t have to be ginormous experiments.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Many opportunities for interdisciplinary learning exist in elementary school classrooms that aren’t nearly as involved or elaborate as what The Laboratory does. Teachers just need a little more space and time, and a little less test score pressure, to tap into their inventive sides.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51555/applying-the-power-of-stories-to-excite-students-about-science","authors":["234"],"categories":["mindshift_20697"],"tags":["mindshift_20784","mindshift_1040","mindshift_21088","mindshift_20564","mindshift_20946","mindshift_20947","mindshift_391","mindshift_21083"],"featImg":"mindshift_51557","label":"mindshift"},"mindshift_50829":{"type":"posts","id":"mindshift_50829","meta":{"index":"posts_1591205157","site":"mindshift","id":"50829","score":null,"sort":[1521788122000]},"guestAuthors":[],"slug":"why-teachers-love-using-those-magical-ok-go-videos-in-class","title":"Why Teachers Love Using Those Magical OK Go Videos in Class","publishDate":1521788122,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you've ever gone down the rabbit hole that is OK Go's \u003ca href=\"https://www.youtube.com/okgo\">YouTube channel\u003c/a>, then you know how insanely cool the band's music videos are.\u003c/p>\n\u003cp>Sure, OK Go is a rock band. Their songs get on the radio, they've played sold-out shows, but the group is far better known for their really complex and elaborate videos.\u003c/p>\n\u003cp>There's the one (viewed 41 million times) where they're all dancing on treadmills, jumping back and forth in time to the music. Another (12 million views) where the band is flying — and singing and dancing — in an anti-gravity plane; they open a box of balls and the little spheres just float through space, suspended in air.\u003c/p>\n\u003cp>All those millions of viewers? It turns out many of them are teachers and their students.\u003c/p>\n\u003cp>\"I subliminally brainwashed my kids into being OK Go fans,\" jokes Jennie Magiera, who taught in Chicago's public schools for 10 years. \"The music videos are viral, and you watch them and you're like, 'How did they do that?' \"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And, as any teacher knows, when kids are curious, it makes them eager to learn.\u003c/p>\n\u003cp>Magiera points to the video for \"\u003ca href=\"https://www.youtube.com/watch?v=dTAAsCNK7RA\">Here It Goes Again\u003c/a>\" — the one with the treadmills. It became a staple in her middle school math classes.\u003c/p>\n\u003cp>\"A treadmill is a great way to teach rate,\" she explains, \"because if you're at 3.8 speed, that's a rate. If you're at 6.2 speed, that's a rate.\" The video introduces questions and concepts, like: \"How many miles per hour is that? How fast are you going? How much harder is your heart beating?\"\u003c/p>\n\u003cp>The band — and its publicist — have been fielding requests for years from teachers who want use their videos in their classrooms.\u003c/p>\n\u003cp>\"I think every band is kind of surprised to find who their audience turns out to be,\" says Damian Kulash, OK Go's lead singer. \"Definitely not how you start out a rock band, going, 'Let's teach!' \"\u003c/p>\n\u003cp>And yet, backstage at concerts, he and the other band members are constantly meeting and hearing from these teacher fans, and their students. Kulash says he's met kindergarten teachers and college professors using the same videos, for very different ages.\u003c/p>\n\u003cp>Teachers I talked with say they weave the band's videos into lessons about science, math and art — introducing concepts like gravity, transfer of motion, perspective, quadratic equations, parabolas and the importance of failure and persistence.\u003c/p>\n\u003cp>And, says Janet Moore, it puts a cork in that perennial question math teachers get: When am I ever going to use this? Moore is a professor at the University of Illinois, and gets that question a lot. She teaches math for non-math majors.\u003c/p>\n\u003cp>She also leads professional development workshops for other teachers, outlining how they, too, can use OK Go in their classrooms.\u003c/p>\n\u003cp>The one that really gets them excited, she says, is the video set to the song \"\u003ca href=\"https://www.youtube.com/watch?v=qybUFnY7Y8w\">This Too Shall Pass\u003c/a>\u003cem>.\" \u003c/em>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=qybUFnY7Y8w\u003c/p>\n\u003cp>Any teacher watching this incredible 4-minute Rube Goldberg machine can find lessons in there. There are cascading dominos, rolling marbles building momentum, a tire flips electrical circuits, which turns on lamps, a guitar with spoons plays notes on water glasses, perfectly timed to the instrumental break. A piano smashes to the ground, a TV gets destroyed — and that destructive force eventually results in the band members getting splattered with paint.\u003c/p>\n\u003cp>\"It's a great introduction to energy concepts,\" says Moore. \"It sparks inquiry, it sparks curiosity.\"\u003c/p>\n\u003cp>As science standards shift away from \"downloading information to students brains,\" she adds, towards understanding concepts, these videos can have lasting resonance with students.\u003c/p>\n\u003cp>\"Anyone can understand math and science concepts,\" she says, \"and when you understand them, you can see the world around you differently.\"\u003c/p>\n\u003cp>The band, lead singer Kulash admits, are \"nerds themselves.\" And eventually, they saw a way to turn all this interest into an opportunity: \"Is there some way that we can make that journey easier for them?\"\u003c/p>\n\u003cp>That question led the band to partner with the \u003ca href=\"https://playfullearninglab.org/\">Playful Learning Lab\u003c/a> at the University of St. Thomas in Minnesota.\u003c/p>\n\u003cp>\"Sometimes folks who don't have experience in education have a great idea, but it doesn't really translate to what it's like to be in a room with 27 8-year-olds,\" explains AnnMarie Thomas, the lab's founder and director. It was her team's job to merge the band enthusiasm with pedagogical, research-based ideas.\u003c/p>\n\u003cp>\"You're not gonna send your second-grade class up in zero-gravity, or put them in a stunt car to drive around making a giant instrument,\" Thomas explains. So the question becomes, \"How can we take these messy, really expensive concepts and give an authentic engaging experience for kids?\"\u003c/p>\n\u003cp>She started by surveying more than 600 teachers. Educators told them they wanted three main things from such a collaboration: classroom materials, challenges and assignments, and access to the band.\u003c/p>\n\u003cp>What they came up with? It's called \u003ca href=\"https://okgosandbox.org/\">OK Go Sandbox\u003c/a>, a free website with educator guides that include material lists, assignments and suggested vocabulary words. There are videos that go behind the scenes with the band members to explain the concepts. One of them challenges students to use a compass on a smartphone to make music.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=_4IaQ5NGLXA\u003c/p>\n\u003cp>The new resources are mapped to science standards, like the \u003ca href=\"https://www.npr.org/2013/12/17/251675532/to-make-science-real-kids-want-more-fun-and-fewer-facts\">Next Generation Science Standards\u003c/a> — a multi-state initiative — so teachers have an easier sell when adding it to their existing curriculum.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The universal thing we're trying to get at is just curiosity and wonder,\" says Damian Kulash. \"That excitement about the world, where you want to uncover something magical.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+And+Those+Magical+OK+Go+Videos%3A+A+Match+Made+In+Science%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"If you're a rock band, and thousands of teachers and students are using your hugely popular music videos in the classroom, why not help them out?","status":"publish","parent":0,"modified":1521788817,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":979},"headData":{"title":"Why Teachers Love Using Those Magical OK Go Videos in Class | KQED","description":"If you're a rock band, and thousands of teachers and students are using your hugely popular music videos in the classroom, why not help them out?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why Teachers Love Using Those Magical OK Go Videos in Class","datePublished":"2018-03-23T06:55:22.000Z","dateModified":"2018-03-23T07:06:57.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50829 https://ww2.kqed.org/mindshift/?p=50829","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/22/why-teachers-love-using-those-magical-ok-go-videos-in-class/","disqusTitle":"Why Teachers Love Using Those Magical OK Go Videos in Class","nprByline":"Elissa Nadworny","nprImageAgency":"YouTube/OKGo","nprStoryId":"591691009","nprApiLink":"http://api.npr.org/query?id=591691009&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/ed/2018/03/21/591691009/teachers-and-those-magical-ok-go-videos-a-match-made-in-science?ft=nprml&f=591691009","nprRetrievedStory":"1","nprPubDate":"Thu, 22 Mar 2018 20:47:00 -0400","nprStoryDate":"Wed, 21 Mar 2018 12:40:00 -0400","nprLastModifiedDate":"Thu, 22 Mar 2018 17:49:43 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/03/20180322_atc_teachers_and_those_magical_ok_go_videos_a_match_made_in_science_.mp3?orgId=1&topicId=1013&d=236&p=2&story=591691009&ft=nprml&f=591691009","nprAudioM3u":"http://api.npr.org/m3u/1596180120-e4a223.m3u?orgId=1&topicId=1013&d=236&p=2&story=591691009&ft=nprml&f=591691009","path":"/mindshift/50829/why-teachers-love-using-those-magical-ok-go-videos-in-class","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2018/03/20180322_atc_teachers_and_those_magical_ok_go_videos_a_match_made_in_science_.mp3?orgId=1&topicId=1013&d=236&p=2&story=591691009&ft=nprml&f=591691009","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you've ever gone down the rabbit hole that is OK Go's \u003ca href=\"https://www.youtube.com/okgo\">YouTube channel\u003c/a>, then you know how insanely cool the band's music videos are.\u003c/p>\n\u003cp>Sure, OK Go is a rock band. Their songs get on the radio, they've played sold-out shows, but the group is far better known for their really complex and elaborate videos.\u003c/p>\n\u003cp>There's the one (viewed 41 million times) where they're all dancing on treadmills, jumping back and forth in time to the music. Another (12 million views) where the band is flying — and singing and dancing — in an anti-gravity plane; they open a box of balls and the little spheres just float through space, suspended in air.\u003c/p>\n\u003cp>All those millions of viewers? It turns out many of them are teachers and their students.\u003c/p>\n\u003cp>\"I subliminally brainwashed my kids into being OK Go fans,\" jokes Jennie Magiera, who taught in Chicago's public schools for 10 years. \"The music videos are viral, and you watch them and you're like, 'How did they do that?' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And, as any teacher knows, when kids are curious, it makes them eager to learn.\u003c/p>\n\u003cp>Magiera points to the video for \"\u003ca href=\"https://www.youtube.com/watch?v=dTAAsCNK7RA\">Here It Goes Again\u003c/a>\" — the one with the treadmills. It became a staple in her middle school math classes.\u003c/p>\n\u003cp>\"A treadmill is a great way to teach rate,\" she explains, \"because if you're at 3.8 speed, that's a rate. If you're at 6.2 speed, that's a rate.\" The video introduces questions and concepts, like: \"How many miles per hour is that? How fast are you going? How much harder is your heart beating?\"\u003c/p>\n\u003cp>The band — and its publicist — have been fielding requests for years from teachers who want use their videos in their classrooms.\u003c/p>\n\u003cp>\"I think every band is kind of surprised to find who their audience turns out to be,\" says Damian Kulash, OK Go's lead singer. \"Definitely not how you start out a rock band, going, 'Let's teach!' \"\u003c/p>\n\u003cp>And yet, backstage at concerts, he and the other band members are constantly meeting and hearing from these teacher fans, and their students. Kulash says he's met kindergarten teachers and college professors using the same videos, for very different ages.\u003c/p>\n\u003cp>Teachers I talked with say they weave the band's videos into lessons about science, math and art — introducing concepts like gravity, transfer of motion, perspective, quadratic equations, parabolas and the importance of failure and persistence.\u003c/p>\n\u003cp>And, says Janet Moore, it puts a cork in that perennial question math teachers get: When am I ever going to use this? Moore is a professor at the University of Illinois, and gets that question a lot. She teaches math for non-math majors.\u003c/p>\n\u003cp>She also leads professional development workshops for other teachers, outlining how they, too, can use OK Go in their classrooms.\u003c/p>\n\u003cp>The one that really gets them excited, she says, is the video set to the song \"\u003ca href=\"https://www.youtube.com/watch?v=qybUFnY7Y8w\">This Too Shall Pass\u003c/a>\u003cem>.\" \u003c/em>\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/qybUFnY7Y8w'\n title='//www.youtube.com/embed/qybUFnY7Y8w'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Any teacher watching this incredible 4-minute Rube Goldberg machine can find lessons in there. There are cascading dominos, rolling marbles building momentum, a tire flips electrical circuits, which turns on lamps, a guitar with spoons plays notes on water glasses, perfectly timed to the instrumental break. A piano smashes to the ground, a TV gets destroyed — and that destructive force eventually results in the band members getting splattered with paint.\u003c/p>\n\u003cp>\"It's a great introduction to energy concepts,\" says Moore. \"It sparks inquiry, it sparks curiosity.\"\u003c/p>\n\u003cp>As science standards shift away from \"downloading information to students brains,\" she adds, towards understanding concepts, these videos can have lasting resonance with students.\u003c/p>\n\u003cp>\"Anyone can understand math and science concepts,\" she says, \"and when you understand them, you can see the world around you differently.\"\u003c/p>\n\u003cp>The band, lead singer Kulash admits, are \"nerds themselves.\" And eventually, they saw a way to turn all this interest into an opportunity: \"Is there some way that we can make that journey easier for them?\"\u003c/p>\n\u003cp>That question led the band to partner with the \u003ca href=\"https://playfullearninglab.org/\">Playful Learning Lab\u003c/a> at the University of St. Thomas in Minnesota.\u003c/p>\n\u003cp>\"Sometimes folks who don't have experience in education have a great idea, but it doesn't really translate to what it's like to be in a room with 27 8-year-olds,\" explains AnnMarie Thomas, the lab's founder and director. It was her team's job to merge the band enthusiasm with pedagogical, research-based ideas.\u003c/p>\n\u003cp>\"You're not gonna send your second-grade class up in zero-gravity, or put them in a stunt car to drive around making a giant instrument,\" Thomas explains. So the question becomes, \"How can we take these messy, really expensive concepts and give an authentic engaging experience for kids?\"\u003c/p>\n\u003cp>She started by surveying more than 600 teachers. Educators told them they wanted three main things from such a collaboration: classroom materials, challenges and assignments, and access to the band.\u003c/p>\n\u003cp>What they came up with? It's called \u003ca href=\"https://okgosandbox.org/\">OK Go Sandbox\u003c/a>, a free website with educator guides that include material lists, assignments and suggested vocabulary words. There are videos that go behind the scenes with the band members to explain the concepts. One of them challenges students to use a compass on a smartphone to make music.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/_4IaQ5NGLXA'\n title='//www.youtube.com/embed/_4IaQ5NGLXA'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>The new resources are mapped to science standards, like the \u003ca href=\"https://www.npr.org/2013/12/17/251675532/to-make-science-real-kids-want-more-fun-and-fewer-facts\">Next Generation Science Standards\u003c/a> — a multi-state initiative — so teachers have an easier sell when adding it to their existing curriculum.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The universal thing we're trying to get at is just curiosity and wonder,\" says Damian Kulash. \"That excitement about the world, where you want to uncover something magical.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Teachers+And+Those+Magical+OK+Go+Videos%3A+A+Match+Made+In+Science%3F+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50829/why-teachers-love-using-those-magical-ok-go-videos-in-class","authors":["byline_mindshift_50829"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20946","mindshift_20540","mindshift_498","mindshift_551","mindshift_391"],"featImg":"mindshift_50830","label":"mindshift"},"mindshift_47138":{"type":"posts","id":"mindshift_47138","meta":{"index":"posts_1591205157","site":"mindshift","id":"47138","score":null,"sort":[1482393711000]},"guestAuthors":[],"slug":"five-ways-design-and-making-can-help-science-education-come-alive","title":"Five Ways Design and Making Can Help Science Education Come Alive","publishDate":1482393711,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.makingsciencebook.com/\" target=\"_blank\">Making Science: Reimagining STEM Education in Middle School and Beyond\u003c/a> by Christa Flores, published in 2016 by \u003ca href=\"http://cmkpress.com/\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Christa Flores\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"How do research and design relate to each other? (…) Both activities produce knowledge, but of different kinds. (…) So, on the one hand, design is not a science in its own right, but draws on technical and scientific insights as well as artistic skill and ability. On the other hand design, although not a science, can be the object of systematic research.\" — Christian Gänshirt, Tools for Ideas\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>Design is an artistic endeavor that values the creative and human centered application of math, science and technology. Using design to help others learn science is not intuitive, however, once practiced you will see how humanistic and authentic it is to incorporate design in any subject. Below is a list of the most promising benefits that I have noticed in the past six years for using design as a framework and making as the engine to empower students as they gain and apply their scientific literacy.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 1: Students learn more, love science more, and are more engaged in science content and the scientific process when designing solutions to real problems. \u003c/strong>\u003c/p>\n\u003cp>The creation of the artificial, whether a sling shot, calorimeter or electrical circuit, becomes a solution-finding crusade armed with scientific knowledge. When students invent, they take ownership over an idea, then face real-world problems en route to making their idea come to life. They act, think and work as real scientists and inventors. Studies show that the best predictor of STEM career choice in adulthood is linked to whether kids self-report seeing themselves as scientists when they grow up by 8th grade (Maltese & Tai, 2011). We have to trust that allowing our students to tinker, question and invent, as early as elementary and middle school, will help them to develop positive identities that encourage a lifelong love of science, math and the creative process. Making learning “hard fun” (Papert, 2002) is a real-world balancing act that happens everyday when children are designing and inventing in the classroom.\u003ca href=\"http://cmkpress.com/making-science/\">\u003cimg class=\"alignright wp-image-47141\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/making-science-cover-e1481832063244.png\" alt=\"making-science-cover\" width=\"250\" height=\"334\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 2: If creative confidence, collaboration, self-reliance, resilience and communication are key to being a scientist, then teaching design and engineering in science class is more effective than content-centered or teacher-directed methods.\u003c/strong>\u003c/p>\n\u003cp>Solving real problems provides students with opportunities to identify with problems that matter, diagnose, defend an argument with evidence, give and receive feedback, utilize and critique internet resources, compose professional emails to mentors and more. Well-designed open-ended challenges versus rigidly planned lessons allow children to do real work in a controlled environment with the help of a learning community. Ownership is given to the learner, while the teacher serves as facilitator. The design aspect turns agency over to students and they become active creators, rather than passive consumers who simply follow directions. Assessment is real time and authentic.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 3: In an age where school is becoming less relevant to students, invention and design are an engaging way to learn.\u003c/strong>\u003c/p>\n\u003cp>Today, science literacy has become available to more kinds of learners. Educational YouTubers, science storytelling shows like WNYC’s Radiolab, and television shows such as the Mythbusters illustrate the beauty and coolness of science where some traditional science classes fail. These informal educational outlets do a good job spreading science literacy to the general public in a joyful and engaging manner. Some even go so far as to reinforce what we teach in science class — that science is both fun and methodical. Adam Savage of Mythbusters is famous for saying that it’s just screwing around if you don’t write it down. Just like interacting with a well-designed museum exhibit, or setting stuff on fire in your backyard, school should be exploratory and joyful (but safe). Joy and laughter should be welcome in any classroom. Joy relieves stress and allows for healthy goal-setting in a classroom infused with potential dead ends and frustration (Bennett, et.al., 2003; Cornett 1986). Inventing is hands on, minds on, hearts on.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 4: Science is shareable, so is making an artifact.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-47142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Christa-flores-e1481832092824.jpg\" alt=\"christa-flores\" width=\"250\" height=\"288\">Allowing design and making in science classes results in students having conversations about their shared work and reinforces the importance of documenting the testing process because you don’t want to make the same mistake twice. Communication with peers and mentors is critical to getting over obstacles and improving designs. This mirrors real-world science, where communication is critical to getting support for your ideas. At the Alan Alda Center for Communicating Science at Stony Brook University this idea is part of their mission, “The ability to communicate directly and vividly can enhance scientists’ career prospects, helping them secure funding, collaborate across disciplines, compete for positions, and serve as effective teachers” (Stony Brook University, 2015). Once artifacts are created, most students are happy to share their work with others in public showcases where their process story becomes a point of pride. Unlike taking tests or writing a lab report, sharing work as a form of assessment allows students to gain a sense of identity around STEM topics, as students see their hard work mirrored back at them through the eyes and questions of an eager and engaged audience.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 5: Using design to address or engage real problems empowers students to think of themselves as having the capacity to make the world better. \u003c/strong>\u003c/p>\n\u003cp>Thanks to research on the impact and implication of making in education, such as that done by the aptly named Agency by Design (AbD), a project housed within Harvard’s Project Zero umbrella, research on the value of making in educational settings is now being published. Early findings from the AbD group show that a valuable sense of self is developed when children are allowed to make, invent and tinker. This sense of self, or “maker empowerment,” is a person’s ability to see the opportunity in their environment both for making things and for making change in the world. AbD defines maker empowerment as “a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking” (Agency by Design, 2015a). Others would just call this creativity, mindfulness or resourcefulness. No matter what you call it, we want students to experience learning that requires them to look closely at the objects they interact with, explore the complexity of those objects, make deep connections, and to dream big while they develop agency to make change in the world around them.\u003c/p>\n\u003cp>In summary, the use of the design process in school is a creative exploration of hard, yet fun problems (rigor, risk and reward), positive identity formation (“I am creative,” “I am a scientist,” “I can solve problems”) and collaborative learning (“we are greater than me”). Add responsible resource management and exposure to social justice issues, and design becomes a tool for innovation, empowerment and stewardship. Using design and engineering in science trains brains to think flexibly, to see layers of complexity in the environment all around, to discover loopholes in assumed truths and to look for opportunity to make the world a better place.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/sciteach212\">Christa Flores\u003c/a> is an anthropologist turned science and making teacher. She develops classroom-tested lessons and resources for learning by making and design in the middle grades and beyond. \u003ca href=\"http://www.makingsciencebook.com/\">Making Science\u003c/a> offers project ideas, connections to the new Next Generation Science Standards, assessment strategies, examples of student work and practical tips for educators.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"A constructivist approach to learning science could be the key to igniting students natural curiosity and desire to solve real problems.","status":"publish","parent":0,"modified":1482393711,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1297},"headData":{"title":"Five Ways Design and Making Can Help Science Education Come Alive | KQED","description":"A constructivist approach to learning science could be the key to igniting students natural curiosity and desire to solve real problems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Ways Design and Making Can Help Science Education Come Alive","datePublished":"2016-12-22T08:01:51.000Z","dateModified":"2016-12-22T08:01:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47138 http://ww2.kqed.org/mindshift/?p=47138","disqusUrl":"https://ww2.kqed.org/mindshift/2016/12/22/five-ways-design-and-making-can-help-science-education-come-alive/","disqusTitle":"Five Ways Design and Making Can Help Science Education Come Alive","path":"/mindshift/47138/five-ways-design-and-making-can-help-science-education-come-alive","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"http://www.makingsciencebook.com/\" target=\"_blank\">Making Science: Reimagining STEM Education in Middle School and Beyond\u003c/a> by Christa Flores, published in 2016 by \u003ca href=\"http://cmkpress.com/\" target=\"_blank\">Constructing Modern Knowledge Press\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>By Christa Flores\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>\u003cem>\"How do research and design relate to each other? (…) Both activities produce knowledge, but of different kinds. (…) So, on the one hand, design is not a science in its own right, but draws on technical and scientific insights as well as artistic skill and ability. On the other hand design, although not a science, can be the object of systematic research.\" — Christian Gänshirt, Tools for Ideas\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>Design is an artistic endeavor that values the creative and human centered application of math, science and technology. Using design to help others learn science is not intuitive, however, once practiced you will see how humanistic and authentic it is to incorporate design in any subject. Below is a list of the most promising benefits that I have noticed in the past six years for using design as a framework and making as the engine to empower students as they gain and apply their scientific literacy.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 1: Students learn more, love science more, and are more engaged in science content and the scientific process when designing solutions to real problems. \u003c/strong>\u003c/p>\n\u003cp>The creation of the artificial, whether a sling shot, calorimeter or electrical circuit, becomes a solution-finding crusade armed with scientific knowledge. When students invent, they take ownership over an idea, then face real-world problems en route to making their idea come to life. They act, think and work as real scientists and inventors. Studies show that the best predictor of STEM career choice in adulthood is linked to whether kids self-report seeing themselves as scientists when they grow up by 8th grade (Maltese & Tai, 2011). We have to trust that allowing our students to tinker, question and invent, as early as elementary and middle school, will help them to develop positive identities that encourage a lifelong love of science, math and the creative process. Making learning “hard fun” (Papert, 2002) is a real-world balancing act that happens everyday when children are designing and inventing in the classroom.\u003ca href=\"http://cmkpress.com/making-science/\">\u003cimg class=\"alignright wp-image-47141\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/making-science-cover-e1481832063244.png\" alt=\"making-science-cover\" width=\"250\" height=\"334\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 2: If creative confidence, collaboration, self-reliance, resilience and communication are key to being a scientist, then teaching design and engineering in science class is more effective than content-centered or teacher-directed methods.\u003c/strong>\u003c/p>\n\u003cp>Solving real problems provides students with opportunities to identify with problems that matter, diagnose, defend an argument with evidence, give and receive feedback, utilize and critique internet resources, compose professional emails to mentors and more. Well-designed open-ended challenges versus rigidly planned lessons allow children to do real work in a controlled environment with the help of a learning community. Ownership is given to the learner, while the teacher serves as facilitator. The design aspect turns agency over to students and they become active creators, rather than passive consumers who simply follow directions. Assessment is real time and authentic.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 3: In an age where school is becoming less relevant to students, invention and design are an engaging way to learn.\u003c/strong>\u003c/p>\n\u003cp>Today, science literacy has become available to more kinds of learners. Educational YouTubers, science storytelling shows like WNYC’s Radiolab, and television shows such as the Mythbusters illustrate the beauty and coolness of science where some traditional science classes fail. These informal educational outlets do a good job spreading science literacy to the general public in a joyful and engaging manner. Some even go so far as to reinforce what we teach in science class — that science is both fun and methodical. Adam Savage of Mythbusters is famous for saying that it’s just screwing around if you don’t write it down. Just like interacting with a well-designed museum exhibit, or setting stuff on fire in your backyard, school should be exploratory and joyful (but safe). Joy and laughter should be welcome in any classroom. Joy relieves stress and allows for healthy goal-setting in a classroom infused with potential dead ends and frustration (Bennett, et.al., 2003; Cornett 1986). Inventing is hands on, minds on, hearts on.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 4: Science is shareable, so is making an artifact.\u003c/strong>\u003c/p>\n\u003cp>\u003cimg class=\"alignright wp-image-47142\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/Christa-flores-e1481832092824.jpg\" alt=\"christa-flores\" width=\"250\" height=\"288\">Allowing design and making in science classes results in students having conversations about their shared work and reinforces the importance of documenting the testing process because you don’t want to make the same mistake twice. Communication with peers and mentors is critical to getting over obstacles and improving designs. This mirrors real-world science, where communication is critical to getting support for your ideas. At the Alan Alda Center for Communicating Science at Stony Brook University this idea is part of their mission, “The ability to communicate directly and vividly can enhance scientists’ career prospects, helping them secure funding, collaborate across disciplines, compete for positions, and serve as effective teachers” (Stony Brook University, 2015). Once artifacts are created, most students are happy to share their work with others in public showcases where their process story becomes a point of pride. Unlike taking tests or writing a lab report, sharing work as a form of assessment allows students to gain a sense of identity around STEM topics, as students see their hard work mirrored back at them through the eyes and questions of an eager and engaged audience.\u003c/p>\n\u003cp>\u003cstrong>Benefit No. 5: Using design to address or engage real problems empowers students to think of themselves as having the capacity to make the world better. \u003c/strong>\u003c/p>\n\u003cp>Thanks to research on the impact and implication of making in education, such as that done by the aptly named Agency by Design (AbD), a project housed within Harvard’s Project Zero umbrella, research on the value of making in educational settings is now being published. Early findings from the AbD group show that a valuable sense of self is developed when children are allowed to make, invent and tinker. This sense of self, or “maker empowerment,” is a person’s ability to see the opportunity in their environment both for making things and for making change in the world. AbD defines maker empowerment as “a sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one’s world through building, tinkering, re/designing, or hacking” (Agency by Design, 2015a). Others would just call this creativity, mindfulness or resourcefulness. No matter what you call it, we want students to experience learning that requires them to look closely at the objects they interact with, explore the complexity of those objects, make deep connections, and to dream big while they develop agency to make change in the world around them.\u003c/p>\n\u003cp>In summary, the use of the design process in school is a creative exploration of hard, yet fun problems (rigor, risk and reward), positive identity formation (“I am creative,” “I am a scientist,” “I can solve problems”) and collaborative learning (“we are greater than me”). Add responsible resource management and exposure to social justice issues, and design becomes a tool for innovation, empowerment and stewardship. Using design and engineering in science trains brains to think flexibly, to see layers of complexity in the environment all around, to discover loopholes in assumed truths and to look for opportunity to make the world a better place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/sciteach212\">Christa Flores\u003c/a> is an anthropologist turned science and making teacher. She develops classroom-tested lessons and resources for learning by making and design in the middle grades and beyond. \u003ca href=\"http://www.makingsciencebook.com/\">Making Science\u003c/a> offers project ideas, connections to the new Next Generation Science Standards, assessment strategies, examples of student work and practical tips for educators.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47138/five-ways-design-and-making-can-help-science-education-come-alive","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_21054","mindshift_20945","mindshift_980","mindshift_20946","mindshift_551","mindshift_975"],"featImg":"mindshift_47152","label":"mindshift"},"mindshift_42853":{"type":"posts","id":"mindshift_42853","meta":{"index":"posts_1591205157","site":"mindshift","id":"42853","score":null,"sort":[1449557819000]},"guestAuthors":[],"slug":"can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","publishDate":1449557819,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","status":"publish","parent":0,"modified":1449698016,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2215},"headData":{"title":"Can Kids As Young As Three Learn to Design and Create In Fab Labs? | KQED","description":"A children's museum in the San Francisco Bay Area hopes a new space will bring design and engineering concepts to life with hands-on activities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","datePublished":"2015-12-08T06:56:59.000Z","dateModified":"2015-12-09T21:53:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42853 http://ww2.kqed.org/mindshift/?p=42853","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/07/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs/","disqusTitle":"Can Kids As Young As Three Learn to Design and Create In Fab Labs?","path":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Screen time for young children has been a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/11/screen-time-for-kids-is-it-learning-or-a-brain-drain/\" target=\"_blank\">hotly contested debate\u003c/a> among parents for years. Many worry that passive consumption of media through screens harms young children’s brain development, or at the very least means they are getting less interaction with caregivers, other children and hands-on play. On the other hand, most children under the age of 8 have access to a mobile device in the home and it can be hard to enforce an absolutely-no-screen-time rule. The \u003ca href=\"https://www.baykidsmuseum.org/\" target=\"_blank\">Bay Area Discovery Museum\u003c/a>, which focuses on hands-on, play-based learning, is trying to introduce a more active kind of technology use with the first Fab Lab for kids ages 3 and up.\u003c/p>\n\u003cp>The Discovery Museum is open to families and \u003ca href=\"https://www.baykidsmuseum.org/programs-and-events/programs-for-schools-teachers/program-offerings/\" target=\"_blank\">partners with schools\u003c/a> to bring schoolchildren to the museum in coordination with a multi-part visiting structure to help bring hands-on, creative learning back into the classroom. In contrast to a makerspace, which is a more free-form experience of making, the Fab Lab that museum educators are designing is explicitly connected to the ideas of design and engineering and connects to the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/10/new-science-standards-aim-to-relate-concepts-to-students-lives/\" target=\"_blank\">Next Generation Science Standards\u003c/a>.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What’s exciting about this is it offers a different way of using technology that’s much more active.'\u003c/aside>\n\u003cp>“In many ways it’s very connected to the maker movement, but there is more of an intentional focus on some of the skills connected to engineering, electrical engineering and more of an intentional draw back to math concepts,” said Elizabeth Rood, vice president of education strategy for the museum. Rood says young kids have always been fascinated by building things, and educators at the museum hope to help even the youngest kids begin to understand that the built world is designed by people. It doesn’t appear by magic.\u003c/p>\n\u003cp>“It’s really trying to take away the black box and helping kids understand the made-world around them,” Rood said.\u003c/p>\n\u003cp>The museum will be one of the first institutions in the country to pilot a Fab Lab for kids this young, and they are doing a lot of learning along the way. They’ve already started bringing in test groups and will start inviting classes to participate in the spring. All along, they are taking video, watching how interactions take place in the space and modifying activities, materials and curriculum based on what they see.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>WHAT DOES A FAB LAB FOR 3-YEAR OLDS LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Rood said the space is designed with multiple age groups in mind. If a family brings their 8-year-old and their 3-year-old, both kids should have developmentally appropriate activities available to them. The space has a laser cutter, 3-D printer, vinyl cutter (fun for little guys, making stickers), software, and soon hopefully an industrial sewing machine, which automatically sews based on a digital design. The Discovery Museum Fab Lab is three rooms, one room with the more complicated machines requiring more adult facilitation, and two rooms requiring less adult supervision and lots of materials at kid height.\u003c/p>\n\u003cp>In a recent test of the space, museum staff set up activities related to building a city. They had precut cardboard pieces that kids could use to construct buildings, and the laser cutter ran in a corner so kids could see where those pieces came from (although in this activity they didn’t get to cut pieces themselves). They also had a circuitry table so older kids could wire up lighting for the buildings and streets, along with programmable cars. Little kids had access to lots of stickers, tape and paint to beautify the city.\u003c/p>\n\u003cfigure id=\"attachment_42857\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42857\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/city-beautification-1440x810.jpg\" alt=\"A dad and son beautify the building they built with pre-cut cardboard pieces.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/city-beautification-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A dad and son beautify the building they built with precut cardboard pieces. \u003ccite>(Courtesy Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s all very hands-on, even with the kids who are at the point where they can interact with the software, it’s very hands-on,” Rood said.\u003c/p>\n\u003cp>She imagines the space as a place where kids can experiment with moving from three dimensions to two dimensions and back again. Perhaps children will build something with Play-Doh or clay first and then try to replicate what they’ve built using design software. That 2-D design can then be sent to the laser cutter for cutting. Inevitably the first design won’t work, so they’ll go back and tweak, in the process learning about iteration, trial and error, proportions and other engineering and math concepts.\u003c/p>\n\u003cp>“One of the things we’re really grappling with now is that a major limiting factor is the software,” Rood said. Most design software isn’t appropriate for kids younger than 6 or 7. The museum is committed to keeping the Fab Lab child-centered, where parents are encouraged to interact with their kids, but activities are explicitly designed to be child-led. Most of the commercially available software would require lots of one-on-one adult-to-child attention, so the museum is looking into commissioning its own software.\u003c/p>\n\u003cp>The museum already has a strong focus on science, technology, engineering and math (STEM) activities, and often trains teachers on ways to bring more hands-on approaches into the classroom. Some of those activities, like “fairytale engineering,” could easily be taken a step further with access to the Fab Lab. The activity is designed for kids ages 4 to 6. The educator begins by reading a version of \"The Three Little Pigs\" story, but with a focus on designing and engineering stronger houses. The story introduces the idea of prototyping. Then they read parts of the \"Three Billy Goats Gruff\" story and ask kids what they would design to get the goats across the bridge safely.\u003c/p>\n\u003cp>The kids come up with lots of creative ideas and then they get to play with designing and prototyping their ideas. Often that starts with cardboard, but in the Fab Lab, kids could take their exploration of materials further, printing the same design in plastic or wood and experimenting with how the same design works differently when made in different materials.\u003c/p>\n\u003cp>\u003cstrong>DEVELOPMENTALLY APPROPRIATE?\u003c/strong>\u003c/p>\n\u003cp>There’s been a lot of concern from \u003ca href=\"http://ww2.kqed.org/mindshift/2014/01/23/how-do-parents-think-educational-media-affects-learning/\" target=\"_blank\">parents and early education teachers\u003c/a> about the encroachment of screens into young children’s lives. There are tons of apps and gadgets marketed to parents of young children, many of which require the child only to passively consume content on a device. Rood agrees that kind of passive screen time can be a concern and that parents will ultimately make those decisions for their children.\u003c/p>\n\u003cp>“What’s exciting about this is it offers a different way of using technology that’s much more active,” Rood said. Her goal is to make technology use in the Fab Lab all about creating, with clear tie-ins to what’s happening in the material world. Even the lead curriculum designer was a little unsure that technology would be appropriate for young children.\u003c/p>\n\u003cfigure id=\"attachment_42871\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-42871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/11/programmable-car-1440x810.jpg\" alt=\"A facilitator helps kids figure out how to program one of the cars in the Fab Lab.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/programmable-car-960x540.jpg 960w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">A facilitator helps kids figure out how to program one of the cars in the Fab Lab. \u003ccite>(Courtesy of Bay Area Discovery Museum)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I was a teacher who really strongly pushed back against introducing technology into the classroom,” said Sara Norris, associate director of STEM education and partnerships. Most of the technology she saw being pushed on classrooms was passive, or limited to keyboarding or projecting things onto a smartboard. She wanted her kindergarten classroom to stay focused on interactive, interpersonal learning. So she was skeptical in her new job with the museum when they started talking about Fab Lab software for very young learners.\u003c/p>\n\u003cp>“I felt that experiential learning couldn’t mean time with screens,” Norris said. “It felt counterintuitive to me.”\u003c/p>\n\u003cp>As the museum has built out the idea over the past several months, Norris has come to see the technology in the Fab Lab as just another tool, equal to any other tool in the space. The museum is working hard to make any technology time active time and Norris is watching how kids interact with the space to make sure it remains developmentally appropriate. She’s open to the idea that they may discover that 3 is too young for the technology side of things. She’s looking to see how long the little kids stick with the technology, whether they’re able to create what they wanted and if it sparks curiosity. All those things would be good signs.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach.'\u003c/aside>\n\u003cp>“It’s also about equity and empowering kids so they feel they can shape the world around them,” Norris said. Both she and Rood are passionate about bringing their design-thinking, creative, hands-on approach to kids from all backgrounds. As they experiment with the Fab Lab space, they’ve tried to bring in students from many backgrounds to make sure the space works for all learners.\u003c/p>\n\u003cp>“We are seeing that these tools and this kind of technology is popping up in schools that serve affluent kids,” Rood said. “It is not happening in our public schools. I’m deeply concerned that there’s a divide not only in access, but I worry the answer will be putting technology in without understanding how we’re really going to use it.”\u003c/p>\n\u003cp>When visiting less affluent schools, Rood sees a focus on reproducing knowledge instead of creating it, a gap she hopes the museum can help correct.\u003c/p>\n\u003cp>For the past year, the museum has been piloting a multivisit program. Museum educators visit the classroom and teach about design thinking before bringing the class to the museum, where they get to work with hands-on materials. In the Fab Lab, that hands-on time will mean using the software to design prototypes and using the machines to make their designs real. Then, back in the classroom, the museum educators continue to work with teachers to apply the same ideas to the rest of the curriculum, drawing direct parallels to the standards teachers are required to cover.\u003c/p>\n\u003cp>“We’ve made it really explicit to teachers that all of our projects are connected to the standards,” Norris said. For example, the lessons look at more hands-on and creative ways to think about form and function, or cause and effect.\u003c/p>\n\u003cp>“We want to not only hit things they need to address anyway, but enrich the experience and introduce new and creative ways for how to teach,” Norris said. Bay Area teachers they’ve worked with have been appreciative of this work, asking for more resources and lessons to extend the learning beyond the three-visit structure.\u003c/p>\n\u003cp>Norris said a lot of her time with teachers is spent helping them recognize the creative work they are doing daily in the classroom.\u003c/p>\n\u003cp>“Classroom teachers are constantly involved in design-thinking process all the time, whether they know it or not,” Norris said. They design lessons, see how their “end user” -- students -- respond, and tweak the idea. Norris says more and more public school teachers are seeing how creativity ties into the STEM subjects they are teaching, and are hungry for more resources and training in this model.\u003c/p>\n\u003cp>\u003cstrong>LEARNINGS SO FAR\u003c/strong>\u003c/p>\n\u003cp>While the museum Fab Lab is in a “soft opening” phase right now, museum staff are already seeing some interesting things. “The most exciting thing for me was the collaboration I saw between younger and older children,” Norris said. Parents were also excited about the new space and many were down on the floor with their kids, instead of on their phones or having side conversations with other parents.\u003c/p>\n\u003cp>Rood is excited about how the Fab Lab can push forward the museum’s mission to improve math education. “We really feel strongly that early math learning is the gateway to so many next steps,” Rood said. “We are working a lot in trying to help teachers make mathematics more visual, more conceptual and less performance based.”\u003c/p>\n\u003cp>The interplay between building and designing is a great way to help make \u003ca href=\"http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/\" target=\"_blank\">theoretical concepts more concrete and visual\u003c/a>. “The FabLab is a great way to build math learning in the early years especially as we think about shapes, proportionality, how shapes fit together, angles and going from two dimensions to three dimensions,” Rood said. “There is so much you can teach in a FabLab using the equipment that’s so engaging and hands-on that is also so rich with math.”\u003c/p>\n\u003cp>As the museum continues to invite families and classes into the space to test their activities, they will be reporting back to a \u003ca href=\"http://www.tiesteach.org/solutions/fab-labs/\" target=\"_blank\">global network\u003c/a> of educators interested in replicating any promising practices that come out of this pilot. The museum will also be commissioning a third-party evaluation of the program after it is formally up and running and has found its feet.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42853/can-kids-as-young-as-three-learn-to-design-and-create-in-fab-labs","authors":["234"],"categories":["mindshift_20579","mindshift_20523","mindshift_193"],"tags":["mindshift_1004","mindshift_20720","mindshift_20951","mindshift_20784","mindshift_1040","mindshift_20797","mindshift_20945","mindshift_20946","mindshift_391"],"featImg":"mindshift_42854","label":"mindshift"},"mindshift_42963":{"type":"posts","id":"mindshift_42963","meta":{"index":"posts_1591205157","site":"mindshift","id":"42963","score":null,"sort":[1449131202000]},"guestAuthors":[],"slug":"what-teacher-training-for-new-science-standards-could-look-like","title":"What Teacher Training for New Science Standards Could Look Like","publishDate":1449131202,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>By Andra Cernavskis, \u003ca href=\"http://www.hechingerreport.org\">The Hechinger Report\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">\u003cem>California schools.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>TRACY, Calif. — On an early October morning, a mix of six kindergarten and third-grade teachers walked into Andrea Easley’s third grade classroom in Tracy, California to teach a science lesson. Students stared eagerly at the newcomers as Easley positioned herself the front of the classroom.\u003c/p>\n\u003cp>“Today we are going to do another experiment,” Easley said.\u003c/p>\n\u003cp>“Yay!” the third graders cheered, some jumping out of their chairs in excitement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Most of the teachers who were with Easley that day had never witnessed that kind of reaction from students when it came to learning science. Three weeks earlier, 12 teachers, including the six in Easley’s classroom, had met to plan their first lesson as part of California’s Next Generation Science Standards pilot program. They split into two groups and chose two classrooms — one kindergarten and one third grade — in which to collectively teach a science lesson.\u003c/p>\n\u003cp>The national Next Generation Science Standards were established in April 2013 with the goal of improving the country’s performance in science, technology, engineering and math — often called the STEM fields. Twenty-six states have adopted the standards. Although they are not part of the Common Core Standards, which focus on language arts and math, the idea behind the science standards is very similar to that of Common Core: less emphasis on rote memorization of facts in favor of teaching a deeper understanding of scientific principles.\u003c/p>\n\u003cp>The pilot program in California, now in its second year, was developed and directed by the \u003ca href=\"http://k12alliance.org/index.php\">K-12 Alliance\u003c/a>, the science and math arm of the research non-profit WestED. The Alliance is training the teachers in the standards and overseeing the planning and implementation of lessons.\u003c/p>\n\u003cp>“We want to help kids to think like scientists and to develop the kinds of minds that engineers have,” said Kathy DiRanna, K-12 Alliance’s statewide project director. “We want to add the ‘how’ and ‘why’ along with the ‘what’ back into science education.”\u003c/p>\n\u003cp>The goal is to teach students how to develop hypotheses, test models and make evidence-based predictions.\u003c/p>\n\u003cp>Tracy Unified is one of 10 California districts participating in the pilot program. The others are Oakland, Galt, Vista, Lakeside, Palm Springs, Kings Canyon, San Diego, and two charter districts, Aspire and High Tech High.\u003c/p>\n\u003cp>“What happens when I add two books?” Maria Villasenor, a kindergarten teacher, asked her group of four third graders.\u003c/p>\n\u003cp>The students’ first trial had shown that with one textbook, the cup traveled one inch, a fact each third grader promptly wrote down on a sheet of paper.\u003c/p>\n\u003cp>“It’s going to go farther,” Taylor Griffin, 8, responded, referring to the red Solo cup located at the bottom of the ruler.\u003c/p>\n\u003cp>Sure enough, the cup traveled twice as far as it had when there was one book.\u003c/p>\n\u003cp>“Two inches,” Griffin said enthusiastically.\u003c/p>\n\u003cp>“Would you say there’s a pattern?” Villasenor asked the group.\u003c/p>\n\u003cp>“Yes,” the four students replied in unison.\u003c/p>\n\u003cp>“What would happen if we put five books under the ruler?” Villasenor asked.\u003c/p>\n\u003cp>“That would be way awesome!” replied Justice Lawhorn, 8\u003c/p>\n\u003cp>For the most part, the third graders appeared to understand the experiment and were able to adequately convey their understanding in written responses at the end of the lesson. The lesson was simpler for the kindergarteners. Without being asked to record their data, they were able to predict that the cup would move farther with more books under the ruler. In a group discussion after the experiment, many students were able to accurately describe the forces that caused the cup to move.\u003c/p>\n\u003cp>The Tracy teachers, none of whom has a strong background in science, had expressed concern about their ability to teach the subject. When they finished the day’s two short lessons, the teachers were as enthused as their students. The new approach, coupled with attendance at some preparatory summer sessions, increased their confidence, they said.\u003c/p>\n\u003cp>The new methods “make teaching science so much more fun,” said Debbie Patterson, a third grade teacher, when the team first got together to plan the lesson in September. “The kids are excited too. They are as excited to learn science as they are to go to recess.”\u003c/p>\n\u003cp>Jody Sherriff, one of the Alliance’s regional directors, oversees the teaching teams in both the Tracy and Galt districts. A former middle school teacher, Sherriff started using similar methods to teach science in the 1990s. She expressed cautious optimism after the first two lessons in Tracy.\u003c/p>\n\u003cp>“These teachers have been brought up in the era of explicit, direct instruction, so we are trying to break some of that,” Sherriff said. “I felt the group was locked in to this is what I do when I’m with you and then I do what I normally do when I’m in the classroom.” She said the goal is to get the teachers to start thinking about using the new methods “all the time.”\u003c/p>\n\u003cp>The hope, according to DiRanna and Sherriff, is that the 10 districts currently participating in the pilot program will serve as examples for other districts in the state.\u003c/p>\n\u003cp>Jonathan Osborne, a professor of science education at Stanford University and one of the developers of the science standards framework, said it is too early to say whether the effort will help meet the long-term goals of getting students to think about careers in science. But the enthusiasm of the students in the two Tracy classrooms was a good beginning, he said.\u003c/p>\n\u003cp>“All the research shows that if you are worried about people heading onto scientific careers, all that matters is that students are interested and engaged by their formal science education,” Osborne said. “If they are not interested or engaged, it doesn’t matter what you put in the curriculum, they will not pursue a career in science.”\u003c/p>\n\u003cp>Other education researchers are more skeptical about California’s science standards. The Thomas B. Fordham Institute, an independent education foundation, found the standards to be mediocre at best. In a \u003ca href=\"http://edexcellence.net/publications/final-evaluation-of-NGSS.html\">report\u003c/a> released two years ago, it gave California’s former science standards an A grade and the new standards a C.\u003c/p>\n\u003cp>“One of the big problems is that there is a lot more emphasis on process rather than content,” said Robert Pondiscio, a senior fellow at the Fordham Institute. “It’s kind of a cliché to say that the goal is to teach kids to think like a scientist as opposed to master any body of content. You can’t think like a scientist unless you know what a scientist knows.”\u003c/p>\n\u003cp>The teachers in Tracy finished both lessons by lunchtime. At the end of the third grade session, Debbie Patterson, who normally teaches a different third grade class in the same school, asked the students to provide a written explanation for what caused the cup to move farther as the ramp was raised. After gathering the papers, the teachers left the classroom to discuss the lesson in the staff lounge, where they read the responses and divided them into four categories: fully understood the lesson, mostly understood the lesson, partly understood the lesson, and did not understand the lesson at all.\u003c/p>\n\u003cp>The group’s leader, Sherriff, gave the toughest feedback.\u003c/p>\n\u003cp>“Scientists have to communicate their findings and be really clear,” she told her cadre while moving a piece of paper from the first pile to the second because the paper lacked clarity due to the indiscriminate use of “it,” which could have referred to the ruler, cup, marble, or force. “We have to get students to be clear.”\u003c/p>\n\u003cp>“They think we are trying to trick them and asking them to come up with something new,” Easley said in response to the many papers falling into the “did not fully understand/did not understand” categories.\u003c/p>\n\u003cp>“That’s because we did that for so many years,” Sherriff replied.\u003c/p>\n\u003cp>The Tracy teachers have several weeks to reassess and develop their methods: the next planning session in the pilot program will take place in early 2016.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">\u003cem>California schools.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"The introduction of Next Generation Science Standards has educators thinking creatively about how best to educate students on science. ","status":"publish","parent":0,"modified":1449131202,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1473},"headData":{"title":"What Teacher Training for New Science Standards Could Look Like | KQED","description":"The introduction of Next Generation Science Standards has educators thinking creatively about how best to educate students on science. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Teacher Training for New Science Standards Could Look Like","datePublished":"2015-12-03T08:26:42.000Z","dateModified":"2015-12-03T08:26:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42963 http://ww2.kqed.org/mindshift/?p=42963","disqusUrl":"https://ww2.kqed.org/mindshift/2015/12/03/what-teacher-training-for-new-science-standards-could-look-like/","disqusTitle":"What Teacher Training for New Science Standards Could Look Like","path":"/mindshift/42963/what-teacher-training-for-new-science-standards-could-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>By Andra Cernavskis, \u003ca href=\"http://www.hechingerreport.org\">The Hechinger Report\u003c/a>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">\u003cem>California schools.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>TRACY, Calif. — On an early October morning, a mix of six kindergarten and third-grade teachers walked into Andrea Easley’s third grade classroom in Tracy, California to teach a science lesson. Students stared eagerly at the newcomers as Easley positioned herself the front of the classroom.\u003c/p>\n\u003cp>“Today we are going to do another experiment,” Easley said.\u003c/p>\n\u003cp>“Yay!” the third graders cheered, some jumping out of their chairs in excitement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Most of the teachers who were with Easley that day had never witnessed that kind of reaction from students when it came to learning science. Three weeks earlier, 12 teachers, including the six in Easley’s classroom, had met to plan their first lesson as part of California’s Next Generation Science Standards pilot program. They split into two groups and chose two classrooms — one kindergarten and one third grade — in which to collectively teach a science lesson.\u003c/p>\n\u003cp>The national Next Generation Science Standards were established in April 2013 with the goal of improving the country’s performance in science, technology, engineering and math — often called the STEM fields. Twenty-six states have adopted the standards. Although they are not part of the Common Core Standards, which focus on language arts and math, the idea behind the science standards is very similar to that of Common Core: less emphasis on rote memorization of facts in favor of teaching a deeper understanding of scientific principles.\u003c/p>\n\u003cp>The pilot program in California, now in its second year, was developed and directed by the \u003ca href=\"http://k12alliance.org/index.php\">K-12 Alliance\u003c/a>, the science and math arm of the research non-profit WestED. The Alliance is training the teachers in the standards and overseeing the planning and implementation of lessons.\u003c/p>\n\u003cp>“We want to help kids to think like scientists and to develop the kinds of minds that engineers have,” said Kathy DiRanna, K-12 Alliance’s statewide project director. “We want to add the ‘how’ and ‘why’ along with the ‘what’ back into science education.”\u003c/p>\n\u003cp>The goal is to teach students how to develop hypotheses, test models and make evidence-based predictions.\u003c/p>\n\u003cp>Tracy Unified is one of 10 California districts participating in the pilot program. The others are Oakland, Galt, Vista, Lakeside, Palm Springs, Kings Canyon, San Diego, and two charter districts, Aspire and High Tech High.\u003c/p>\n\u003cp>“What happens when I add two books?” Maria Villasenor, a kindergarten teacher, asked her group of four third graders.\u003c/p>\n\u003cp>The students’ first trial had shown that with one textbook, the cup traveled one inch, a fact each third grader promptly wrote down on a sheet of paper.\u003c/p>\n\u003cp>“It’s going to go farther,” Taylor Griffin, 8, responded, referring to the red Solo cup located at the bottom of the ruler.\u003c/p>\n\u003cp>Sure enough, the cup traveled twice as far as it had when there was one book.\u003c/p>\n\u003cp>“Two inches,” Griffin said enthusiastically.\u003c/p>\n\u003cp>“Would you say there’s a pattern?” Villasenor asked the group.\u003c/p>\n\u003cp>“Yes,” the four students replied in unison.\u003c/p>\n\u003cp>“What would happen if we put five books under the ruler?” Villasenor asked.\u003c/p>\n\u003cp>“That would be way awesome!” replied Justice Lawhorn, 8\u003c/p>\n\u003cp>For the most part, the third graders appeared to understand the experiment and were able to adequately convey their understanding in written responses at the end of the lesson. The lesson was simpler for the kindergarteners. Without being asked to record their data, they were able to predict that the cup would move farther with more books under the ruler. In a group discussion after the experiment, many students were able to accurately describe the forces that caused the cup to move.\u003c/p>\n\u003cp>The Tracy teachers, none of whom has a strong background in science, had expressed concern about their ability to teach the subject. When they finished the day’s two short lessons, the teachers were as enthused as their students. The new approach, coupled with attendance at some preparatory summer sessions, increased their confidence, they said.\u003c/p>\n\u003cp>The new methods “make teaching science so much more fun,” said Debbie Patterson, a third grade teacher, when the team first got together to plan the lesson in September. “The kids are excited too. They are as excited to learn science as they are to go to recess.”\u003c/p>\n\u003cp>Jody Sherriff, one of the Alliance’s regional directors, oversees the teaching teams in both the Tracy and Galt districts. A former middle school teacher, Sherriff started using similar methods to teach science in the 1990s. She expressed cautious optimism after the first two lessons in Tracy.\u003c/p>\n\u003cp>“These teachers have been brought up in the era of explicit, direct instruction, so we are trying to break some of that,” Sherriff said. “I felt the group was locked in to this is what I do when I’m with you and then I do what I normally do when I’m in the classroom.” She said the goal is to get the teachers to start thinking about using the new methods “all the time.”\u003c/p>\n\u003cp>The hope, according to DiRanna and Sherriff, is that the 10 districts currently participating in the pilot program will serve as examples for other districts in the state.\u003c/p>\n\u003cp>Jonathan Osborne, a professor of science education at Stanford University and one of the developers of the science standards framework, said it is too early to say whether the effort will help meet the long-term goals of getting students to think about careers in science. But the enthusiasm of the students in the two Tracy classrooms was a good beginning, he said.\u003c/p>\n\u003cp>“All the research shows that if you are worried about people heading onto scientific careers, all that matters is that students are interested and engaged by their formal science education,” Osborne said. “If they are not interested or engaged, it doesn’t matter what you put in the curriculum, they will not pursue a career in science.”\u003c/p>\n\u003cp>Other education researchers are more skeptical about California’s science standards. The Thomas B. Fordham Institute, an independent education foundation, found the standards to be mediocre at best. In a \u003ca href=\"http://edexcellence.net/publications/final-evaluation-of-NGSS.html\">report\u003c/a> released two years ago, it gave California’s former science standards an A grade and the new standards a C.\u003c/p>\n\u003cp>“One of the big problems is that there is a lot more emphasis on process rather than content,” said Robert Pondiscio, a senior fellow at the Fordham Institute. “It’s kind of a cliché to say that the goal is to teach kids to think like a scientist as opposed to master any body of content. You can’t think like a scientist unless you know what a scientist knows.”\u003c/p>\n\u003cp>The teachers in Tracy finished both lessons by lunchtime. At the end of the third grade session, Debbie Patterson, who normally teaches a different third grade class in the same school, asked the students to provide a written explanation for what caused the cup to move farther as the ramp was raised. After gathering the papers, the teachers left the classroom to discuss the lesson in the staff lounge, where they read the responses and divided them into four categories: fully understood the lesson, mostly understood the lesson, partly understood the lesson, and did not understand the lesson at all.\u003c/p>\n\u003cp>The group’s leader, Sherriff, gave the toughest feedback.\u003c/p>\n\u003cp>“Scientists have to communicate their findings and be really clear,” she told her cadre while moving a piece of paper from the first pile to the second because the paper lacked clarity due to the indiscriminate use of “it,” which could have referred to the ruler, cup, marble, or force. “We have to get students to be clear.”\u003c/p>\n\u003cp>“They think we are trying to trick them and asking them to come up with something new,” Easley said in response to the many papers falling into the “did not fully understand/did not understand” categories.\u003c/p>\n\u003cp>“That’s because we did that for so many years,” Sherriff replied.\u003c/p>\n\u003cp>The Tracy teachers have several weeks to reassess and develop their methods: the next planning session in the pilot program will take place in early 2016.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was written by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about \u003c/em>\u003ca href=\"http://hechingerreport.org/special-reports/california/\">\u003cem>California schools.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42963/what-teacher-training-for-new-science-standards-could-look-like","authors":["4354"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20946","mindshift_391"],"featImg":"mindshift_42964","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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