1. Science in the Schoolyard Taking Science Outdoors Science Site Leader Training January 10, 2015 Instructional Design and Professional Development K-5 Science Ellen Dunn, FOSS Project Facilitator

2. INTRODUCTION

3. “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)

4. 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.

5. 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.

6. AND THE EXPERTS SAY… Research

7. 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

8. What are your barriers? How can you break them?

9. 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

10. 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

11. WHAT DOES SCIENCE LOOK LIKE OUTDOORS

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

13. Focus Energy and Enthusiasm Data Collection What does science look like outdoors? Procedures

14. GLAMM Up your Outdoor Learning Experience Great Location Activities Management and Materials

15. ACTIVITIES

16. Earth Manners PLT resources available at www.plc.org PLT Activity Guide available through PLT training

17. NGSS Connections Disciplinary Core Idea: ESS3.C Human Impacts on Earth Systems Science and Engineering Practice: Using Models Crosscutting Concept: Cause and Effect

18. 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).

19. Practice with this picture for sky level… List three observations: 1. 2. 3. List three inferences: 1. 2. 3.

20. Practice with this picture for eye level… List three observations: 1. 2. 3. List three inferences: 1. 2. 3.

21. Practice with this picture for ground level… List three observations: 1. 2. 3. List three inferences: 1. 2. 3.

22. 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.

23. 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.

24. NGSS NGSS Connections Disciplinary Core Idea: LS4.D Biodiversity and Humans Science and Engineering Practice: Planning and Carrying Out Investigations Crosscutting Concept: Patterns

25. 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

26. 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

27. 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?

28. 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.

29. “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)