Science

In support of teachers that are about to embark on the changes of the New York State Science Learning Standards (NYSSLS). The NYSSLS are based on the work and research done on creating the national Next Generation Science Standards (NGSS). The STEAM series of Science pages will highlight websites and resources to assist in creating curriculum and content for science in grades Pre-Kindergarten through twelve. New York State is in the creation and implementation phases of curriculum of the new standards. Currently the New York State Education Department(NYSED) timeline for the possible administration of Science exams in Grades 5th and 8th is set for the 2020-2021 school year.

The NYSED has adapted the NGSS national standards with additions in performance expectations to all three sets of grades levels in Elementary, Middle, and High. The PreKindegarten grade level of standards has been added entirely by the NYSED. At this time DCMO BOCES is committed to supporting teachers in the region with the NYSSLS. There will be workshops that model the implementation of the Science and Engineering Practices along with support for educators to develop their own local curriculum based on the NYSSLS. Teachers should expect to change or alter their practices of teaching science by allowing students to take center stage in figuring out science rather than viewing teacher-directed presentations or slides. Engagement in science phenomenon will be the key to success in implementing science curriculum under the new system. Teachers will facilitate the learning through events that students will investigate and explain the science behind it all with modeling and arguments backed by evidence.

Using phenomenon is important in that it makes students wonder, "how is this actually happening?" With the wonder of a student is the engagement or wanting to learn the science behind it all. As teachers, we should never give away the science by explaining what is happening. Instead the wonder of a student needs to be nurtured with further facilitation leading to investigations that are thoughtful on the part of the student. The process will carry the student into acting like a real scientist rather than taking good notes on an explanation given by a teacher on the science behind a good phenomenon. Look for instruction to be a third on the skills or science and engineering practices, a third on the science content, and a third on the connections between all the different disciplines in science.

FEAR FACTOR - Teachers put away your Slide Decks of information on science. Go ahead, take the leap of faith that the voyage taken will make your students stronger in science. Remember what was taught in the methods class in college that in order for students to learn science, the learning had to be centered on the student. Put away the idea that assessments drive how science is taught. Be true to the methods of learning science rather than teaching to take a state level exam.

DJ Potter, STEAM Coordinator

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