Leaning into the Science and Engineering PRactices For A More Dynamic Classroom

(Note: this is part 1 of a series of posts.  For links to the full series, click here)

Science.
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I’m not sure how, but kids seem to know that science can be amazing.  

And they want it to be amazing.

Tell a group of kids - of any age - that they’re going to do “a science experiment” tomorrow, and see how they react.  It doesn’t even matter what it is, and it doesn’t even matter if it's actually an experiment.  They just know that they’re going to DO something - rather than just listen to something or read something - and that they might be surprised by what happens.

I mean, seriously, there are entire TV series for kids devoted to how cool science is. 
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There are live performers that put on shows demonstrating the wonders of science.
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Science is literally so interesting that kids will willingly learn it outside of school - they will devote some of their precious and limited screen time to it!

So why isn’t science every student’s favorite class?

I was recently at a workshop where the leader asked us what holds teachers back from having the kind of hands-on, dynamic, engaging science class that kids crave.  How did science classes became a place where students were merely given a giant book of all the scientific discoveries that somebody else already made?  The leader wanted to know why.  Here is a list of the most common reasons the participants gave:
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1. I’ve never seen a dynamic science class, so I don't know what to aim for
2. I don’t have enough time to teach the science content and do all that stuff
3. I want to keep using the lesson plans I already have
4. I don't have the training, tools, or strategies to manage that kind of class
5. I fear that I’ll fail
6. I’m not convinced it will actually improve motivation or learning
7. I don’t have what I need to do this
8. I’m afraid I’ll get low evaluations from my administration​

"It says here that our teacher will get low evaluation scores if he keeps letting us do things like this."

Other than #6, I’ve dealt with every item on this list at some point in my six years of teaching science.  These aren’t excuses - they’re realities.

But there’s good news - it has gotten easier in recent years.  Since 2013, most states have either fully adopted or partially integrated the Next Generation Science Standards (NGSS) into their science curricula.  What is important about this with regard to my topic here today is that the NGSS actually includes the engaging, hands-on, actual practices of science in the curriculum.  So rather than just telling teachers what science to teach, it also tells them how to make it engaging.

For example, I teach in Georgia, and while we didn’t fully adopt the NGSS here, we did integrate what the NGSS calls “Science and Engineering Practices” into all of our science standards.

ALL of them.

Every single one.

Starting in kindergarten.

Here’s how that’s changed our standards.

Investigate.

Design.

Construct.

Develop.

Analyze.

These all sound like words that describe exactly what kids would love to do in science class every day.

There are eight of these practices - which the NGSS calls “Science and Engineering Practices” - that reappear over and over in the standards, starting in kindergarten.  What I’ve found is that if I take a standard, like the 7th grade one I listed above - 

Develop and use models to demonstrate how natural selection leads to changes in specific traits in populations over time

​-and I lean into teaching the “develop and use models” (or whatever other science and engineering practice is listed) part as much as the content part, I get just the sort of dynamic, interesting, hands-on type of science class kids look forward to attending almost every day.  Excitement and engagement aren't just a once-in-a-while special event when I lean into these practices - they're the norm.

This is the introduction to a series of blog posts I’m calling Leaning Into The Science and Engineering Practices.  My goal is to explain how I plan, manage, and teach each of the eight practices to help create an engaging science class that keeps kids (and me) looking forward to coming to school each day.  My goal is to help any willing teacher break through whichever of the eight barriers listed earlier is holding you back.

I hope you’ll join me.

Let’s lean in.
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This is part one of a series of posts.  The rest of the series can be accessed here.

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Want to read more right now?  You're in luck - you can browse past posts by category:

• ​Building A Thinking Classroom
• Leaning Into The Science and Engineering Practices
• Classroom Practices
• Classroom Stories
• Ideas and Opinions
• Pandemic-Related Issues​​