Science in the SchoolyardTaking Science Outdoors

Science Site Leader Training

January 10, 2015

Instructional Design and Professional Development

K-5 Science

Ellen Dunn, FOSS Project Facilitator

INTRODUCTION

“If we want children to flourish, to become truly empowered, then let us allow them to love the earth before we ask them to save it.”

(David Sobel, Beyond Ecophobia)

Learning Goals Participants will:• Gain an understanding of the goals and philosophies

of using outdoor spaces to teach science.• Examine research on using the outdoors as an

extension of the classroom.• Understand management strategies for taking science

in the schoolyard.• Experience an outdoor science investigation as a

student/learner.• Connect schoolyard science experiences with

NVACSS/NGSS and NEPF.

Taking Science in the Schoolyard Goals

1. Continue and extend learning beyond the

classroom.

2. Apply science content and concepts in a real-

world setting.

3. Connect with nature.

AND THE EXPERTS SAY… Research

Hard Facts• Nature-Deficit Disorder

(Richard Louve)• Ages 8−18: average 6.5 hours

per day on electronic media• Rise in childhood obesity,

diabetes, ADHD, depression• Barriers to teaching outdoors

What are your barriers?

How can you break them?

A Penny For Your Thoughts

• Each participant takes a turn putting a penny in the center of the table and sharing his or her thought.

• Modified from: FOSS Science-centered Language Development Chapter p.8

Benefits• Improved student achievement• Sunlight = Vitamin D• Real-world setting• Sharpens inquiry skills• Extends cross curricular learning• Reaching diverse learners• Highly engaging = better recall and

understanding of concepts

WHAT DOES SCIENCE LOOK LIKE OUTDOORS

• Turn to a partner and discuss what an outdoor science lesson should look like?

Focus

Energy and Enthusiasm

Data Collection

What does science look like

outdoors?Procedures

GLAMM Up your Outdoor Learning Experience

Great

Location

Activities

Management and Materials

ACTIVITIES

Earth Manners

PLT resources available at www.plc.org

PLT Activity Guide available through PLT training

NGSS ConnectionsDisciplinary Core Idea: ESS3.C Human Impacts on Earth Systems

Science and Engineering Practice: Using Models

Crosscutting Concept: Cause and Effect

Observation and Inference

• Observation: Using your five senses that apply to the area you are researching, record information in your journal.

• Inference: recordable information that uses your background knowledge (not necessarily a fact).

Practice with this picture for sky level…

List three observations:

1.

2.

3.

List three inferences:

1.

2.

3.

Practice with this picture for eye level…

List three observations:

1.

2.

3.

List three inferences:

1.

2.

3.

Practice with this picture for ground level…

List three observations:

1.

2.

3.

List three inferences:

1.

2.

3.

Observing Life In a Square

1.Formulate a question to investigate.

2.Observe and record.

3.Make a claim.

4.Support your claim with evidence.

5.Predict changes.

Source: Rogers, M and Steel, M. 2014. Observing life in a square.

Science and Children,52 (4): 26-31.

Claim + Evidence + Reasoning =EXPLANATION

Claim: Air is matter.

Evidence: The balloon increases in size when we add air.

Reasoning: One of the properties of matter is that matter takes up space.

NGSS Connections

Disciplinary Core Idea: LS4.D Biodiversity and Humans

Science and Engineering Practice: Planning and Carrying Out Investigations

Crosscutting Concept: Patterns

• More focus on environmental science

• Methods blend well

• Science and engineering connections

• Marry formal and informal educators

• Come at a critical “green” time.

(From Wildlife Promise by Kevin Coyle)

NGSS = Great News For Environmental Education

Connections to NV Educator Performance Framework (NEPF)

1. New Learning Is Connected To Prior Learning And Experience

2. Learning Tasks Have High Cognitive Demand For Diverse Learners

3. Students Engage In Meaning-making Through Discourse And Other Strategies

4. Students Engage In Metacognitive Activity To Increase Understanding Of And Responsibility For Their Own Learning

5. Assessment Is Integrated Into Instruction

Connections to FOSS

If you use FOSS Kits:

• How can you extend FOSS in an outdoor setting?

• What FOSS investigations can you take into the schoolyard?

Final Thoughts• Avoid “ecophobia” (David Sobel).

• Focus on “ultra-local” issues.

• Discuss how student actions affect environment in

positive and negative ways.

• Focus on inquiry and experience, not environmental

problems.

“In order for students in our schools today to save Earth, and save it they must, they first have to feel the pulse, smell the breath, and hear the music of nature.”

(Teacher Resources - Taking FOSS Outdoors Folio)