These stories are a collection of educator professional learning experiences and opportunities provided by ESD, CBO and Tribal School partners.
The Elementary ClimeTime Institute offered by ESD121 created a hybrid professional learning community of K-5 educators who used the phenomenon of poor air quality due to wildfires to learn how to engage with the NGSS science and engineering practices through the pedagogical approaches outlined in the Ambitious Science Teaching (AST) Project.
The Teaching for the Climate project was a field-based professional learning experience to support K-5 teachersβ ability to lead outdoor, experiential, place-based, and NGSS-aligned science learning that addresses climate topics.
The Teaching for the Climate project was a field-based professional learning experience to support K-5 teachersβ ability to lead outdoor, experiential, place-based, and NGSS-aligned science learning that addresses climate topics.
Earth is ever-changing, and Earth Science education aims to teach students about the ways that humans influence landscape and climate. The Next Generation Science Standards (NGSS) have many standards that help us understand Earthβs dynamic nature.
Teachers across Washington state expressed that they wanted to better understand how to interpret climate science data before leading classes with their own students. In order to reach a broad range of teachers, ESD 113 developed and launched an online course in January 2020.
Teaching students how to βdoβ science requires leadership, planning and a strong grasp of academic content. Cheney Middle Schoolβs seventh graders had rich opportunities to understand different aspects of water quality through Rebecca Hansenβs science teaching and Tammie Schraderβs mentorship…
Many elementary educators do not enter teaching with a deep background in science, a situation that can result in discomfort and a lack of confidence when teaching science. This project set out to support elementary teachers by providing high quality, hands-on professional learning that is critical to cultivate teachersβ confidence and enthusiasm for science.