The Current Classroom Reality:

Science class, much like science itself, is constantly evolving as we learn new information. Gone are the days (we hope!) of reading a passage and answering questions. On any given day, a teacher from Oklahoma, Maine, or Washington might be studying the topic of weathering and erosion with a discussion of the Grand Canyon and then a table top activity with students modeling the formation. A common lesson, easily found on open-source platforms, that invites teachers who might be hesitant to teach science concepts to an easy entry point. It is fun, a little messy, and clearly shows the power of water. 

The Persistent Problem:

While watching water wash away sand is good fun, and can offer potential sensemaking opportunities, there exists a quiet but persistent problem in many classrooms. In this example, perhaps, it is quite likely that none of the students have ever seen the Grand Canyon. While we don’t need to see the Grand Canyon to understand erosion, teachers know that there is great power in their elementary students, seeing the impact under their own feet. But where is a classroom teacher supposed to begin to find local examples of phenomena? How will they know if their ideas have merit? Can they still be rigorous? Is water washing away the ditch at the edge of our playground the same processes as the steady erosion of the Grand Canyon? 

Our Solution:

PeBLES2 has designed and studied locally adaptable three-dimensional instructional materials and associated professional learning for elementary science to support educators in incorporating locally or culturally relevant place-based phenomena into their teaching. Working with teachers, scientists, and researchers, we've co-designed locally adaptable units of instruction and accompanying professional learning that centers scientific sensemaking and the process of adapting phenomena. With PeBLES2 materials, teachers can confidently “choose-their-own adventure”, making small or big adaptations to base units to root the big science concepts into their students lived experiences and communities. Together with teachers, we are studying how teachers use, adapt, and grow with these materials over time.

The materials on this site are free to use and adapt with attribution for non-commercial purposes.

Here is a suggested citation: Place-Based Learning for Elementary Science at Scale (2024). [Title of the page you got the information from]. Place-Based Learning for Elementary Science at Scale website. Retrieved from [page url]