Learning Across the Village: Planning K-12 Projects
(Published in California Science Teachers Association "Classroom Science") Posted: Wednesday, July 12th, 2017
by Matthew Leader, Shelley Glenn Lee, Chris Olivas, Kelly Jacob, and Ryan Gallagher
“ The most interesting thing I learned about trout was how much work it takes to keep them alive and in good health.” -Emma, 3rd Grader
It certainly takes a village to ensure that our students are learning about content that matters to them. Content that is rich in phenomena, allowing students to see the relevance of science in their lives, and preparing them for the real world. The High Tech High core principles of equity, personalization, authenticity, and collaboration help govern how projects are planned. As all teachers know, it can be challenging to develop projects that push ALL students to produce high-quality work to the best of their ability levels. With an opportunity from The Escondido Creek Conservancy to raise trout in the classroom, the High Tech High North County K-12 schools saw a chance to do just that by communicating and scaffolding methods developed as teachers in the CA NGSS K-8 Early Implementation Initiative.
The first elementary, middle, and high school collaboration of the project started at the CA NGSS K-8 Early Implementation Initiative Summer Institute in 2016 while immersed in developing a phenomena brainstorm. In further preparation for this project, a cross-section of High Tech High teachers from elementary to high school, Shelley Glenn Lee, Chris Olivas, Kaylyn Oates, Johnnie Lyman, and Matt Leader got together to see how they could unite around the idea of raising trout in the classroom. With the acquisition of a small grant to allow for necessary equipment, as well as immense support with all stakeholders at the Escondido Creek Conservancy, the project began to take shape. Throughout the course of the project, the different grade levels completed different products and shared their learning with each other. Ultimately, all grade levels had the same goal of raising and releasing trout, which they achieved together with our partners from the Escondido Creek Conservancy. (to read more...www.classroomscience.org/learning-across-the-village-planning-k-12-projects)
(Published in California Science Teachers Association "Classroom Science") Posted: Wednesday, July 12th, 2017
by Matthew Leader, Shelley Glenn Lee, Chris Olivas, Kelly Jacob, and Ryan Gallagher
“ The most interesting thing I learned about trout was how much work it takes to keep them alive and in good health.” -Emma, 3rd Grader
It certainly takes a village to ensure that our students are learning about content that matters to them. Content that is rich in phenomena, allowing students to see the relevance of science in their lives, and preparing them for the real world. The High Tech High core principles of equity, personalization, authenticity, and collaboration help govern how projects are planned. As all teachers know, it can be challenging to develop projects that push ALL students to produce high-quality work to the best of their ability levels. With an opportunity from The Escondido Creek Conservancy to raise trout in the classroom, the High Tech High North County K-12 schools saw a chance to do just that by communicating and scaffolding methods developed as teachers in the CA NGSS K-8 Early Implementation Initiative.
The first elementary, middle, and high school collaboration of the project started at the CA NGSS K-8 Early Implementation Initiative Summer Institute in 2016 while immersed in developing a phenomena brainstorm. In further preparation for this project, a cross-section of High Tech High teachers from elementary to high school, Shelley Glenn Lee, Chris Olivas, Kaylyn Oates, Johnnie Lyman, and Matt Leader got together to see how they could unite around the idea of raising trout in the classroom. With the acquisition of a small grant to allow for necessary equipment, as well as immense support with all stakeholders at the Escondido Creek Conservancy, the project began to take shape. Throughout the course of the project, the different grade levels completed different products and shared their learning with each other. Ultimately, all grade levels had the same goal of raising and releasing trout, which they achieved together with our partners from the Escondido Creek Conservancy. (to read more...www.classroomscience.org/learning-across-the-village-planning-k-12-projects)
Providing Students the Tools to Teach Posted by: Nicole Ornelas on June 4, 2017 to the National Park Service Website: This week at Cabrillo National Monument as you walked to the Visitors Center you may have overheard a kindergartener teaching an adult about the poisonous aspects of a Spanish Shawl Nudibranch, glanced at a cluster of ceramic California Mussels designed by students, been informed by a first grader about the moon cycles or watched a stop action film on how to protect the Brown Sea Hare. Science education and communication comes in many forms. In the National Park Service, education is mostly seen to the public through Ranger-led programs or educational films and handouts. In the school system, it is seen in the classroom through teacher-based instruction. However, here at Cabrillo National Monument, we are trying to switch that framework to provide students with the tools they need to become the next generation of environment stewards....TO READ FULL ARTICLE GO TO: www.nps.gov/cabr/blogs/providing-students-the-tools-to-teach.htm
FAMILY DAYS with SAN DIEGUITO RIVER PARK Project Based Learning (PBL) is designed for authentic learning. The following video, from 2014, showcases our second graders in our very first public exhibition together. In this project, students created a field guide to the animals of the Crest Canyon area of the San Dieguito River Park and are exhibiting and discussing their work to their families and the public.