Addresses Next Generation Science Standards (NGSS) topics in environmental science and is aligned to the ISTE Standards for Educators. Includes a chapter that focuses on applying the principles and strategies shared in the book in an online learning environment. Introduces facilitation techniques that redefine the teacher's traditional role as one that supports increased student agency, the development of critical thinking skills and an expanded awareness of their place in the global community. Addresses diversity, equity and inclusion in ES, and shares resources and strategies for addressing racial equity in ES. This book: Helps teachers design learning experiences that model authentic problems and processes practiced by scientists and engineers, to prepare students for future careers in science. This book addresses both situations, providing practical guidance for teachers, along with examples of technology-rich, learner-centered student projects addressing timely topics such as sustainability, human impact and climate change. Likewise, teachers who haven't taught ES may question how to incorporate it into their curriculum. Those new to PBL may not feel they have adequate training. Project-based learning (PBL), with its emphasis on inquiry and authentic challenges, can be an effective approach to teaching ES. Educators looking to bring ES-focused experiences to their students can turn to technology and social-emotional learning (SEL) strategies to connect students with real-world situations and citizen science opportunities, while fostering empathy and a love for the natural world. We must create opportunities for hands-on investigations that explore complex environmental problems in order to find solutions and meet the challenges of our changing world. Environmental science (ES) education is essential to preparing today's students for the future. This is an essential guide for any K-8 instructional leader who wants to empower all teachers to provide all students with rich science experiences and develop the cognitive and noncognitive skills students will need to thrive in more advanced courses, work, and society.Įnvironmental Science for Grades 6-12 by Jorge Valenzuela James Fester Apply high-quality project-based learning strategies to create lessons and units that help students solve a variety of urgent environmental problems. They also offer a rich compendium of research- and evidence-based resources, including sample lessons, FAQs, and more than a dozen downloadable tools to facilitate classroom observation, feedback sessions, and professional development. With that in mind, the authors provide vignettes and examples of the science practices in use, advice on observing science classrooms, concrete look-fors, and guidance on fostering ongoing teacher learning. We therefore need to go deeper if we want to engage both teachers and students with the science practices. However, with STEM teachers in short supply and generalists often feeling underprepared to teach elementary and middle school science, what can instructional leaders do to ensure students get a strong start in this critical area and learn to love science? Although a content-neutral approach to supervision-one that emphasizes general pedagogical features such as student engagement, cognitive load, or classroom management-is undoubtedly beneficial, the best instructional leaders know that content-specific approaches are necessary to achieve real excellence. The NGSS reconceptualize science instruction by redefining the teacher as someone who helps students construct their own knowledge by "thinking like scientists" and engaging in discrete science practices. Lowell Kevin Cherbow An accessible, engaging primer on the eight science practices at the heart of the Next Generation Science Standards (NGSS), providing K-8 instructional leaders with the grounding they need to ensure excellent science instruction in every classroom. The Instructional Leader's Guide to Implementing K-8 Science Practices by Rebecca Lowenhaupt Katherine L.
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