ESD 123 is engaging K-12 teachers in groundbreaking, place-based professional learning with a variety of community partners around climate science, human impacts and resources. These transformative experiences for teachers will translate into authentic learning for their students.
There are five focused projects encompassed in the ESD 123 Clime Time Projects. The five projects are: The NGSS STEM Leadership Network (K-12), Science Unit Foundational Workshops (K-5), STEM-It MESA (MS), Earth Systems and Changes (K-6), and Restoring the Shrub Steppe Habitat.
Each project incorporates:
- The integration of climate science as a focus or vehicle for learning
- Deepening educator learning around Eliciting Student Ideas (Ambitious Science Teaching)
- Experiencing, identifying and capitalizing on local place based phenomena to engage student learning
- Developing and implementing Models and Explanations and/or Arguing from Evidence as Classroom Formative Assessment Tasks
In order to provide equitable access for educators and ultimately for their students the Theory of Action for ESD 123 Clime Time is that targeted recruitment of underserved and underrepresented student populations teachers such as those that teach alternative education, english language learners, indigenous peoples, and migrant education students will increase the probability that more of those students will have access to climate science learning and experience effective instruction.
Teacher Professional Development
NGSS STEM Leadership Network: provides professional learning to K-12 teachers to deepen their understanding of climate science and Washington State Science Learning Standards (NGSS) that build a foundation for and relate to climate science learning. It also provides educators with effective instructional practices that they can leverage with their students so that student learning based on evidence develops for all children in the K-12 system.
Earth Systems and Changes: Understanding and Restoring the Shrub Steppe: 4th and 5thngrade teachers and students with learning about the fragile shrub steppe ecosystem and one of its indicator species, sagebrush, human impacts to the shrub steppe and ways that humans can have a positive impact in restoring a native plant species, sagebrush into that ecosystem. Teachers will have a field experience with an expert in plant restoration from the Native Plant Society and receive lessons to use with 4th grade students that will then plant sagebrush in their classrooms and engage in learning around sagebrush and the shrub steppe. Then, as 5th graders, the same students will take the plants out into designated restoration sites and plant them during a learning field experience. Over the summer growing sagebrush will be fostered by students at the Benton Franklin Juvenile Justice Center.
Exploring Climate Science with Virtual Reality: High school teacher learn from climate scientist and work with virtual reality scientists to develop, learn and use a climate science simulation with Oculus Go devices.
STEM-It MESA: Secondary teachers work with PNNL scientists in the field to understand the impacts of climate on rivers, salmon and natural areas and engage in a design challenge scenario to mitigate those impacts.
Understanding and Restoring the Shrub Steppe: 4th and 5th grade teachers and students with learning about the fragile shrub steppe ecosystem and one of its indicator species, sagebrush, human impacts to the shrub steppe and ways that humans can have a positive impact in restoring a native plant species, sagebrush into that ecosystem. Teachers will have a field experience with an expert in plant restoration from the Native Plant Society and receive lessons to use with 4th grade students that will then plant sagebrush in their classrooms and engage in learning around sagebrush and the shrub steppe. Then, as 5th graders, the same students will take the plants out into designated restoration sites and plant them during a learning field experience. Over the summer growing sagebrush will be fostered by students at the Benton Franklin Juvenile Justice Center.
ESD 123 serves as the lead agency to develop and implement a statewide system evaluation of Clime Time work in order to inform our ongoing and future work in this area of learning.
Expert teachers are receiving training in facilitating new climate science related unit workshops for their K-5 colleagues in the ESD 123 region. These facilitators receive training from Carolina Biological to understand the materials and spend time developing notebooking and literacy connections, and best instructional practices for the new units.
Partners & Collaborators
Earth Systems and Changes (K-6)
One of the innovative projects in ESD 123 Clime Time is Earth Systems and Changes which is reaching 48 K-6 teachers. The project gives teachers experience with place based learning at the Mid-Columbia BONES Research Center Mammoth Dig site. There they learn about multiple ice age floods in eastern WA and the historical climate patterns they show us. They think about causes and effects, and stability and change in our region related to weather and climate. Teachers also learn about mammoths and other species present 10,000+ years ago in our region which speaks to local fossil record and use for understanding organisms and earth systems then and now. They deepened their learning about Models and Explanations and Arguing from Evidence as ways to Elicit Student Ideas (Ambitious Science Teaching) and using those practices as potential embedded formative assessment opportunities.
Exploring Climate Science with Virtual Reality (HS)
Another project for ESD 123 Clime Time that breaks new ground is Exploring Climate Science with Virtual Reality. This project brought high school teachers together from various science disciplines to give them experience with place based climate science learning with national laboratory climate scientists at Pacific Northwest National Laboratory.
As a second facet of this project these teachers work with virtual reality scientists at PNNL to create and iterate a climate science simulation/game for the Oculus Go device with student and teacher feedback as guidance. Teachers use the simulation/game to provide students with an engaging support for climate science learning.
They are learning about translating their Teacher/Scientist Partnership experience to the classroom by learning to use Models and Explanations and Arguing from Evidence as ways to Elicit Student Ideas (Ambitious Science Teaching). Teachers are developing these types of experiences into their work with students as potential embedded formative assessment opportunities.
Success Stories from ESD 123
"Wow, what an amazing workshop!! Loved all the GLAD strategies used and the voices of hope shared to teach about such a critical topic!" is just one piece of feedback received after the latest 3-day Voices of Hope GLAD Unit workshop. The event was held at Educational...
Ask any teacher from a rural school district if they feel they have adequate opportunities for quality professional development in their community and most will tell you they do not. They will likely follow that up with a request, not for themselves, but for their...
On January 16, eleven teachers from ESD 123 and ESD 105 convened in Prosser, WA to collaborate in the development of a sample framework that models NGSS-aligned instruction and the integration of other subjects for the elementary classroom. The event was facilitated...