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Feb. 25, 2020 Newsletter
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Shelley, Brooks, program coordinator for the California History–Social Science Project, shares her story.
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The California History–Social Science Project’s 2019 Environmental Literacy Teacher Institutes: Hawks, History, and California’s EP&Cs
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Even though our classroom at California State University, Dominguez Hills (CSUDH) sat adjacent to a parking lot in the midst of an extensive construction zone, the three-day teacher institute was punctuated multiple times with cries from a hawk perched in...
Feb. 11, 2020 Newsletter
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Michele Whiteaker, creator of free online community resource FunOrangeCountyParks.com, shares her experiences with environmental literacy as a parent.
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Environmental Literacy: A K–12 Experience
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In September 2007, I enrolled my son in kindergarten at our local elementary school. I have a clear memory of a parent-teacher association meeting where I spontaneously asked about the potential for installing a garden on school grounds. “We don’t...
Jan. 28, 2020 Newsletter
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San Diego-based science educator Crystal Howe writes about her role in introducing teachers in San Diego to local environmental phenomena that can be used as a focus for instruction both in and out of the classroom.
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Making Next Generation Science Standards Local
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Teaching robust Next Generation Science Standards (NGSS) lessons can be challenging, so asking teachers to center instruction on local environmental phenomena can make the task feel overwhelming. For the last six years, we’ve been introducing teachers in San Diego to...
Jan. 14, 2020 Newsletter
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Nathan Fairchild, director of science programs at Shasta County Office of Education, discusses the use of outdoor outings to support educators teaching Next Generation Science Standards.
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California Department of Education Supports Educators Teaching Next Generation Science Standards Through Engagement With Their Local Environment
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As teaching science moved into the Next Generation Science Standards (NGSS), teachers needed background in these exciting new standards, yet some were struggling with the complexity of the three dimensions. Some teachers resisted, stating time concerns. Some felt they did...