Agenda
Hour 1:
Hour 2: Networking (optional)
Welcome
Dealing with Climate Anxiety
What is your favorite “Cli-Fi” or Climate fiction book? Share in the chat.
COP Objectives
By sharing our resources and innovative practices, this COP intends to build the capacity of COEs to serve as regional backbone support for the following outcomes in each county:
Pause for gratitude:
What are 5 things in your life that make you happy or you are grateful for? (Write these down)
Share one in the chat.
Examples of Environmental Literacy Integration
Speakers
History & Civics
How might educators build environmental literacies in History/Social Science contexts?
How do the Environmental Principles and Concepts Relate to H/SS?
How do the Environmental Principles and Concepts Relate to H/SS?
State Seal of Civic Engagement
September 10, 2020, the State Board of Education (SBE) adopted criteria and guidance to award a State Seal of Civic Engagement to California students who demonstrate excellence in civics education and participation, and an understanding of the United States Constitution, the California Constitution, and the democratic system of government.
K-8 Civic Learning Pathways
What Problem Would You Like to Solve?
1 week OR 3-6 weeks OR 9-10 weeks
1. LEARN ABOUT ISSUES FACED IN THEIR COMMUNITY
UNIT START (Getting Started)
2. “READ” SOMETHING PROVOCATIVE
4. INVESTIGATE/COALESCE
5. DECIDE ON AN ACTION
3. DECIDE ON AN ISSUE/TOPIC
6. PARTNER WITH…
7. DO IT!
8. PRESENT ON IT
9. REFLECT
UNIT END
CIVIC ACTION RESEARCH PROJECT
Community Engagement Ideas
Raise Awareness
Demonstrate Support
Donate to a Cause
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Learn
Investigate pollinators at school
Do
Plant flowers in the school garden
Act
Write a class letter asking no pesticides
Goldenview Elementary
Environmental Science Civic Showcase
How might educators celebrate environmental literacy connections?
Computational Thinking
Approaches to Equitable Science through Computational Thinking
- UCLA Science Project
Facilitators:
Justin Betzelberger & Jon Kovach
10/21/2023
Outcomes & Agenda
Outcomes:
Agenda: 2:30 - 5:30
The Goal of the NGSS
“The aim is to prepare all students graduating from high school to be critical consumers of information and capable problem-solvers and to engage in public discussion using evidence-based argumentation across a broad range of topics.”
A Framework for K-12 Science Education
Practicing Science
“Engaging in the practices of science helps students understand how scientific knowledge develops…. The actual doing of science can pique students’ curiosity, capture their interest, and motivate their continued study.”
Computational Thinking - Defined in the Framework
Computational Thinking: What is It?
Computational thinking (CT) has been defined as “breaking down complex problems into more familiar/manageable sub-problems (problem decomposition), using a sequence of steps (algorithms) to solve problems, reviewing how the solution transfers to similar problems (abstraction), and finally determining if a computer can help more efficiently solve those problems (automation)”
(Yadav, Hong, Stephenson, 2016).
Group Processing: What are you noticing about this definition?
Computer Science |
Computational thinking (CT) has been defined as “breaking down complex problems into more familiar/manageable sub-problems (problem decomposition), using a sequence of steps (algorithms) to solve problems, reviewing how the solution transfers to similar problems (abstraction), and finally determining if a computer can help more efficiently solve those problems (automation)” (Yadav, Hong, Stephenson, 2016). |
Math lens for CT (algorithm) - | Science lens for CT |
All mathematical ideas can be considered in different ways––visually; through touch or movement; through building, modeling, writing and words; through apps, games and other digital interfaces; or through numbers and algorithms.(Chap 1, p8, Line 188)…Rather than seeking only to understand whether students can accurately demonstrate algorithmic proficiency on a single problem type, teachers hold a broader view of how students might demonstrate their mathematical knowledge and understanding. If students do not produce an expected algorithmic response, teachers look for the assets underlying their thinking, to build on what they do understand.(Chap 2, p.12 line 237) | Computational thinking is the human thought process used when deciding what aspects of the real world are important to represent in a computer model. Computational thinking also is used when developing algorithms to simulate agent behaviors and analyzing if a computer model is a valid representation of the real world (for the purposes of answering the particular question at hand). Computational thinking can be developed progressively across the grades as students develop algorithms and describe the components necessary to include in their computer models. Understanding that someone has abstracted the real world into a model and has developed instructions to tell the components of the model how to behave is fundamental to understanding what comprises models, what models are good for, and what limitations models may possess. (CA State Science Framework, Appendix 3, pg. 4, 2nd paragraph) |
Adult Learner Lens
Image Credit: Saketh Garuda, Unsplash
Port of Los Angeles
Port of Los Angeles
What comes to mind when you see this image?
Port of Los Angeles
What do you think about when you see this?
Our Los Angeles Pollution Blanket
Port of Los Angeles
Port of L.A. Background:
What do you think are the major contributors to all the smog produced each day in the port?
Portside Communities
Port Communities of Los Angeles
Port Communities of Los Angeles
Image Credit: Luis Sinco / Los Angeles Times
Driving Question
The Port of Los Angeles benefits the economy of Los Angeles and Southern California. Let’s consider what other impacts, whether good or bad, the Port might have on the region. Together, we are going to explore our driving question:��In what ways does the South Bay Port Complex impact the health and livelihood of the people in the surrounding communities?
In what ways does the South Bay Port Complex impact the health and livelihood of the people in the surrounding communities?
Decomposing the system & impacts of the Port of LA
Connection
Connection
Connection
Types of Pollution
South Bay Port Complex: �System & Impacts
Connection
Connection
In what ways does the South Bay Port Complex impact the health and livelihood of the people in the surrounding communities?
Decomposition → Critical Questions
Connection
Connection
Connection
Types of Pollution
South Bay Port Complex: �System & Impacts
Connection
Connection
As we break down a complex problem into smaller chunks, it often leads us to think critically about an issue.
What questions came up for you as you decomposed the problem and driving question?
Integrating Environmental Literacy into English Language Arts (ELA)
ELA Integration of Environmental Concepts
Soutionary and Environmental Book Examples
Organized by theme and grade level:
A Few Favorites…
Nature Journaling
High School ELA Curriculum Integration
Kat Kid Adventure Short Story Challenge
San Mateo County Reads 2023
Middle School
Elementary
Silicon Valley Reads 2024
Ten Strands National Poetry Month Event
April
Thank you!
Julie Hilborn
Environmental Literacy and Sustainability Coordinator
San Mateo County Office of Education
650-802-5406
Elementary
Nature Enhanced Elementary School
Nate Fairchild (He/Him) Why I list my pronouns
Director of Science and Charter School Authorization
Shasta County Office of Education
530.225.0214 (w)
530.339.5374 (c)
nfairchild@shastacoe.org
W
With appreciate to CAELI and CREEC for their support and contributions to these slides
Imagine STudents
that will
Play!
Our Focus
EL → ELA → EL
Play!
It’s Everywhere!
Practices Venn Diagram
The “Practice”standards, across content areas, are what we can help students practice and use to show us their understanding!
English & Science
Practices
The sweet spot in
the center says it all!
Chapter 1
Chapter 1 page 20 - 21
Students need agency in the science notebooks so they are meaningful tools for their use for investigations. They learn the value of written notes.
Science Notebooks should not be used by the teacher for summative assessment, nor should they be a graded product. This creates freedom in writing.
Science Notebooks are tools to inform the teacher and student if they are meeting predetermined goals and if more instruction is needed.
What can you do to encourage students to use their notebooks?
Conversations need frequent teacher intervention
Turns build on previous turns to build up an idea
Turns focus on content or skills related to the lesson objectives
Students carry the conversations themselves.
Student discussion has limited detail associated with a problem, question or topic.
Students have strategies for demonstrating content knowledge; when they are given feedback they apply it to their learning.
Student use productive dialogue,
purposeful reading and meaningful writing to share information using evidence from their own learning and others.
Teacher is primary questioner.
Students give short answers and respond only to the teacher.
Teacher asks “how” questions and sometimes “why”.
Students ask questions of one another with prompting from the teacher.
Teacher provides minimal intervention or direction to students.
Students ask each other probing questions, make claims, challenge claims or evidence. Minimal prompting from the teacher.
Comments
Student discussion responses are one-or-two word statements. Discussion is IRF (initiation - response - feedback) with teacher - student - teacher format.
Student responses are in short phrases or single sentence. Most discussion is teacher - student - teacher.
Most students’ responses are elaborate, using complex and multiple sentences. Most of discussion is student to student
Turn Taking
Level of Response
Questioning
Content
Discourse Observation Tool
�DISCOURSE CONTINUUM
H2
Nature Journaling
California Academy of Sciences
SEL and Grow Outside
Webinar 2
Social & Emotional Learning in Environmental Literacy
Breakouts
Choose a Room for A Deeper Chat
Use the note catcher to share your discussion.
Tools and Resources
Tools and Resources
Our model for professional learning
Learning and skill-building
Coaching
Action-based project or plan
Accountability and reflection
Cohort and network
Other considerations for scaling up:
Next hour Breakout Rooms
Drop in the Chat the topic / subject area/ tool you want to discuss.
Gots & Needs
Optional Hour 2
Lets us know what you learned and what you still need in the chat.
K-12 Bilingual Educational Materials
Tailored, approachable, and customizable for use in a variety of classroom settings designed to meet:
Prepared for all 10 hydrologic regions in the state
SGM TECHNICAL ASSISTANCE PROGRAM FOR TRIBES, UNDERREPRESENTED COMMUNITIES AND SMALL FARMERS
SGM TECHNICAL ASSISTANCE PROGRAM FOR TRIBES, UNDERREPRESENTED COMMUNITIES AND SMALL FARMERS
Using the Materials
Each lesson includes
SGM TECHNICAL ASSISTANCE PROGRAM FOR TRIBES, UNDERREPRESENTED COMMUNITIES AND SMALL FARMERS
Check out resources for your region:
South Lahontan, and
SGM TECHNICAL ASSISTANCE PROGRAM FOR TRIBES, UNDERREPRESENTED COMMUNITIES AND SMALL FARMERS
Back at 10:13
Networking Time
Share Out
In the chat, share a takeaway from your breakout room discussion.
Closing
COES, let us know if you’d like a free micro-site!
aframe@tenstrands.org
Thank You COE Innovation Hub
Amity Sandage, Environmental Literacy Coordinator, Santa Cruz County Office of Education
Amy Frame, Director of Strategic Partnerships, Ten Strands
Julie Hilborn, Environmental Literacy Coordinator, San Mateo County Office of Education
Nathan Fairchild, Director of Science, Shasta County Office of Education
Anthony Quan, STEM Coordinator, Los Angeles County Office of Education
Maia Steward, Continuous Improvement Specialist, Mendocino County Office of Education
Summer Belloni, Environmental Literacy Program Manager, Solano County Office of Education
Tamara Basepayne, Coordinator Outdoor Education and Environmental Literacy, Durham Ferry STEM Programs, San Joaquin County Office of Education
Jennifer Mutch, Science Coordinator, Santa Clara County Office of Education
Katie Beck, STEM Coordinator, Orange County Department of Education
Olivia Kernen, Coordinator, Humboldt County Office of Education
Crystal Starr Howe, Environmental Literacy Coordinator, San Diego County Office of Education
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