Science

Candidates know, understand, and use fundamental concepts of physical, life, and earth/space

sciences. Candidates can design and implement age-appropriate inquiry lessons to teach science,

to build student understanding for personal and social applications, and to convey the nature of

science.

Science education is important in the elementary classroom. It is common knowledge

that students in the United States have fallen behind students in other western countries in the

area of science and this has led to a recent push by many states and school districts to improve

their science requirements. However, in today’s climate of high stakes testing, teachers are often

left with little choice but to focus more on reading and math skills during the school day and less

time is left to allocate to science education.[ CITATION McM08 \l 1033 ] I do not have an

effective one-size-fits-all solution to this issue. It is a challenge I face daily in my own

classroom when it comes to prioritizing the needs of each student. I have found most success in

meeting each child’s needs through integrating science lessons into other subject areas, such as

reading and math.

For the last six years I have had the great fortune to work for the Aleutian Region School

District in Adak, Alaska. I am the Elementary Teacher, responsible for grades K-five at Adak

School. The population of Adak has fluctuated somewhat in the time I’ve been here and has

resulted in my class size changing considerably from year to year. I have had as many as fifteen

students and as few as seven. The Aleutian Region School District does not operate on a letter

grade scale, but instead a continuum defined by learning goals that identify a student’s progress.

This continuous progress curriculum allows students in a multi-grade setting, to still be in the

same content area as a group, but differentiate to a wide range of abilities. The students are
exposed to a broad variety of information, but not held accountable for it with expectations of

mastery. The benchmarks and standards are based on what the school district wants the learner

to show versus what they know, meaning skills and strategies of learning and not necessarily

memorization. Allowing students to progress through the levels lets students feel success at each

step, and the ability to demonstrate a skill that is realistic to achieve and then build upon in

another benchmark. The continuous progress curriculum at Adak School teaches students to be

risk takers and apply themselves, but you do not have only two options of pass and fail. Instead

you are able modify curriculum to the student, to help them be successful and meet the learning

expectation. If a student remains in the emerging stage for two years of a benchmark, it is

acceptable and only seen as strengthening their foundation of understanding.

The Aleutian Region School District (ARSD) organizes their science curriculum into four

content areas: Scientific Method, Physical Science, Life Science, and Earth and Space Science.

I will discuss the importance, instruction, and experience in each area as it applies to my current

teaching environment. The state of Alaska’s science standards do not apply to students until

third grade, however ARSD does have level one standard for students in grades K-three. I’m

going to focus primarily on the learning goals for students in the third grade for both, as I feel it

best demonstrates their compatibility with each other and the multi-grade classroom setting.

Scientific Method

The Scientific Method is the process used by scientists to determine cause and effect

relationships by formulating and asking questions, collecting and observing evidence, and

determining if all the available information can be used to discover a logical answer. There are

typically seven steps to the Scientific Method:

 1. Ask questions
2. Make a prediction/form hypothesis
3. Design a method to test the prediction or hypothesis
4. Collect data and make observations
5. Analyze the data
6. Share the results
7. Revise the prediction or ask more questions

There is a progression through the steps as numbered, but it is not a rigid process. Modifications

and reworking steps often occur as new thinking or information presents itself. Also important to

keep in mind when teaching young students is that a result that does not line up with the initial

prediction or hypothesis is not a failure. The Scientific Method is a learning tool without

opinion, which regardless of the initial prediction or hypothesis, still provides more information

that what the learner began with.

The goals of the Aleutian Region School District as applied to the Scientific Method are

to ensure that students can demonstrate that science often requires working as a team, accurate

measurement, drawing conclusions, and sharing results. Students are expected to progress

through the benchmark and ultimately demonstrate proficient understanding of the Scientific

Method and apply it in all other areas of the science curriculum. This is the benchmark for Level

one students, grades K-three:

Benchmark Emerging Developing Proficient Advanced

1A Listen to each Sometimes Often Most of the time Always
other and
respect each
other’s ideas.
1B Plans what to Sometimes Often Most of the time Always
do and works
together with
other students
to do it.
1C Measures the Identifies basic With assistance, Independently Accurately
 things being tools of measures with measures with a measures with a
observed. scientific different tools variety of tools variety of tools
measurement (e.g. ruler, scale, and uses basic
thermometer) metric units
1D Accurately Sometimes Often Most of the time Always
collects and
records data.
1E Shares results Sometimes Often Most of the time Always
and
conclusions as
a team.
Not every science lesson will involve all of the steps of the Scientific Method, but

mastering the key concepts can be observed as they progress through the benchmark. I have

found the best way to assess student learning and monitor their development is to incorporate

Science Notebooks. Students are able to demonstrate writing and critical thinking skills, and

while most lessons require group work, it gives them a place to foster their own ideas and

develop some independence. [ CITATION Ful17 \l 1033 ] Science notebooks allow students to

make their thinking visible for assessment and observation by the instructor.[ CITATION Rit11 \l

1033 ] Students record what they observe, opinions, thoughts, and data. “They should engage in

the practices of making and defending claims, engaging in argument based on evidence, and

communicating what they have learned.”[ CITATION Ful17 \l 1033 ]

They also provide teachers with the ability to differentiate instruction and meet individual

learning goals. Young students (K-two) may have notebooks that are primarily drawings and

notes that result from group discussion and modeling by the teacher on the whiteboard.

Intermediate students (three-five) may use inventive spelling to describe observations and data,

while still modeling information from group discussion on the whiteboard. In a multi-grade

classroom, I am able to lead the discussion through the steps of the Scientific Method, recording

for students, information they may find important to include in their science notebooks. Initially,

student notebooks may look very similar, but as they move through the continuous progress
curriculum, their individuality, creativity, and independent thinking begin to shine. The content

may remain the same at its core, but their interpretation and understanding becomes apparent and

more individualized.

Science notebooks not only engage students in their learning and scientific practices, but

provide educators with the opportunity to develop the language of science.[ CITATION Ful14 \l

1033 ] An essential part of a science curriculum is the vocabulary a student needs to be

successful in understanding concepts and performing on standards-based tests. One of the major

issues I’ve found is that the vocabulary can be far more complicated than the academic ability,

developmental level, or literacy of the students. Reading and discussion allows learners to

connect their previous experiences with scientific theories and relate them to classroom science

practices.[ CITATION Faz14 \l 1033 ] Introducing scientific vocabulary during the initial steps

of the Scientific Method, when students are forming questions, allows the teacher to use the

students’ own words to define scientific vocabulary and constant review of the terms as you

progress through the other steps. The science notebook is the perfect place to document the new

vocabulary with a written and/or drawn definition, and allows students to have a personal

reference if needed.

Physical Science

Physical science is the study of natural sciences, primarily involving nonliving materials.

This includes concepts on structure and property of matter, energy, motion, and earth and space.

Science instruction allows elementary students, who are typically inquisitive and curious in
nature, to explore the world around them and discover scientific concepts in real life occurrences.

Science curriculum needs to engage students through activities and phenomena that spark their

curiosity, while also imparting important science concepts and methodologies using inquiry and

guided learning. The science curriculum now used in Aleutian Region School District was

chosen by a panel of experienced teachers with the goal of getting away from instruction that

was little more than reading in the content area of science. They chose FOSS (Full Option

Science System) which prides itself on being a more than a program, it’s a philosophy to engage

students in science through active learning.[ CITATION Del17 \l 1033 ] FOSS modules all

follow a similar design in order to consistently use multiple learning strategies for students.

FOSS engages students through various instructional styles in order to engage all students by

using: investigations, recording results, reading, and assessment.

Aleutian Region School District’s Science Standard align with the Alaska State Science

Standards and through the use of a continuous progress curriculum provide their educators with a

basic map for lesson planning and assessment of student learning. The district’s first physical

science standard states that students are able to apply understanding of the principles that explain

motion and the kinds of forces that exist between and within objects. This then broken down for

educators into a benchmark that is developmentally appropriate for various age groups in a

multi-grade classroom.

Emerging Developing Proficient

Student uses magnets to Identifies common Explains that magnets can Illustrates and explains
make things move. magnets and objects that attract or repel objects. how the like and unlike
are attracted to them poles on two magnets
repel or attract.
Distinguishes between
permanent magnets and
 electromagnets.

The goal of this benchmark is to introduce students to the physical science core concept

of forces, using magnetism and gravity they are able to explore and look for patterns of motion.

The FOSS instructional design is based on active investigation, ensuring students have hands-on

experience with concepts and are given the freedom to use their natural curiosity and instinct to

create science related questions and engage in developing the answers.[ CITATION Del17 \l

1033 ] Each module provides instructors with a Getting Ready section that helps set up a

successful investigation. This section advises teachers on scheduling and tools and techniques

that may prove helpful. The investigation relevant to the above benchmark has students

exploring the forces of magnetism and gravity using magnets and paperclips. The goal of the

investigation is to demonstrate that both magnetism and gravity can pull, and magnetism can

push also. The students should be able to observe and demonstrate that forces can make things

move even when there is not direct contact with another object. Students use their science

notebooks to collect data on what they see happening between the magnets and paper clips and

make predictions on how far the magnetic field reaches. As students work, vocabulary is

introduced and recorded in their notebooks.

The experiment is one element of the FOSS program, during subsequent science lessons

students are introduced to the same concepts via reading, video, and online activities. This

allows students to have access to the same information through different learning methods that

may work best for them. I’ve also found that incorporating the investigations on a much more

informal scale during center time gives students a second opportunity to individually or as a
group continue to test theories and interact with the materials helps solidify previous results and

knowledge.

I think the seemingly simplistic breakdown of the Aleutian Region School District’s

benchmark can be misleading. It does not specify how each level of learning is achieved, nor

does it get prolific about science pedagogy, but it does provide an educator with the opportunity

to teach students with varying levels of ability important physical science concepts. Identifies

common magnets and objects that are attracted to them means the introduction of key

vocabulary and identifying that the strength of the magnetic force between objects is dependent

on the properties of the object. Explains that magnets can attract or repel objects provides the

opportunity to discuss orientation and its effect on magnets. Illustrates and explains how the like

and unlike poles on two magnets repel or attract demonstrates unbalanced forces and how they

create a change in motion.

Life Science

Life Science is an area of science dedicated to the structure and behavior of living

organisms. This includes concepts such as: diversity amongst living things, genetics, structures

and functions of cells, evolution, and the cycling of matter and flow of energy through a living

environment. The first ARSD life science standard focuses on the student applying knowledge

of diversity and unity that characterize life. The benchmark for level one learners is below:

Emerging Developing Proficient

Student shows that Names 4 external Describes how external Identifies and describes
plants have structures of plants (i.e. structures help plants external and internal
characteristics that help flower, stem, leaf, and survive in their structures and functions
them survive in different roots). environment. of plants using local
environments. examples.
The goal of this benchmark is to introduce students to the life science core concept of

organisms using a variety of strategies for life. Plants and animals are complex and have

numerous observable structures and behaviors, life cycles, and variations in traits that provide

advantages for surviving in an environment. The investigation provided by FOSS for this

benchmark involves students observing, comparing, categorizing, and caring for a selection of

seeds.[ CITATION Del17 \l 1033 ] The experiment calls for the opening of fresh fruit and

locating the seeds, then in their science notebooks describing and comparing physical properties

of two-four seeds. Students then examine the effect water has on the seeds over the period of a

week. The vocabulary of plants external structures are introduced and recorded in their

notebooks, and revisited often during the course of the module.

Life science benchmarks can create unique challenges for teaching in an area as remote

as Adak, Alaska. A lot of preparation goes into making sure fruits that are not readily accessible

for students in their homes or at our local grocery store are shipped by the district office in

advance. Also, when the investigations call for going out into the school yard to find leaves or

trees to reinforce learning, we often must use technology and web based pictures and videos.

While this can be viewed as a drawback or negative, I think it only strengthens the students’

understanding of the role adaption and survival traits play in the landscape of one’s environment.

We are able to discuss why a typical oak tree would not survive the harsh Adak elements but a

Sitka Spruce, although sparse in Adak, can. Also, our unique location means several times a year

we have botanists and other biologists that visit our island and are more than willing to come in

and discuss or revisit science concepts pertaining to their field.

 Using the FOSS module of Structures of Life allows for an easy correlation between their

investigation goals and the ARSD benchmark listed above. Names four external structures of

plants allows for the introduction of key vocabulary and the commonalities between similar

organisms that allow them to survive. Describes how external structures help plants survive in

their environment invites discussion about how a plant grows and interacts with its environment.

Identifies and describes external and internal structures and functions of plants using local

examples provides for discussion on how plants disperse their seeds and reproduce, and the

ability to investigate in-depth local plants that have adapted to their island.

Earth and Space Science

Earth and space science technically falls under the category of physical science, but given

the magnitude of curriculum and benchmarks it is often designated I thought it important to

address separately. It covers the concepts of weather, atmosphere, land forms, earth, the sun, and

planetary science. The first earth and space standard addressed by ARSD states students will be

able to apply their understanding of basic features and process of the earth. This is the

benchmark for level one:

Emerging Developing Proficient

Student is able to Explains the water we Locates fresh and ocean Explains that fresh and
explain the major drink is fresh water and water sources. ocean water can support
difference between fresh ocean water is not fresh different life forms.
and ocean water. water.
The goal of this benchmark is to help students understand that water is the most

important substance on Earth. It overwhelmingly dominates the surface of our planet, can have

profound effects on the land, and provides life. The level one benchmark provides students with

pertinent vocabulary and understanding that will move them into the level two benchmarks that

cover in depth the components of the water cycle: evaporation, condensation, precipitation, and
runoff. The FOSS module, Water and Climate, gives students opportunities to explore the

properties of water, interactions between earth materials and water, and how humans use it as a

natural resource.[ CITATION Del17 \l 1033 ] This benchmark is an example of when FOSS

does not specifically address all of the learning goals that are required in the ARSD benchmark.

The emerging and developing categories must be created and planned through alternative sources

and investigations created by the instructor. Thankfully Adak has many examples of fresh and

ocean water, which allows the investigation by students to remain hands-on. I typically teach

this lesson immediately following our geography benchmark on oceans. Students have the

knowledge of the names and locations of the Earth’s oceans and are able to locate them on a map

or globe. A field trip is then planned to observe the Pacific Ocean and a local lake. At each

location students observe physical characteristics of the water and landscape, as well as take

water samples. In the classroom students will document vocabulary and observations in their

science notebook as well as work together to create a Venn diagram comparing solely the

physical properties of both locations. The following science lesson is then dedicated to the water

samples, first the physical properties are compared: color, weight, and taste. Using their daily

environment to address the initial stages of the district benchmark. Demonstrating proficiency in

this benchmark and moving into the requirements for the student in level two, I use a

combination of FOSS modules Water and Climate, and Environments. Investigations include

setting up a fresh water aquarium and salt water concentration needed to hatch brine shrimp. In

both investigations observations and vocabulary are recorded in their science notebook to

demonstrate understanding and proficiency. These experiments show that organisms have a

range of acceptance of environmental factors and adaptations allow an organism to survive and

reproduce in different settings.

 Through the FOSS curriculum and the requirements provided by the Aleutian Region

School District I’m provided with a road map of learning for my students that is intentional and

engaging. It does not limit my creativity as an educator with a passion for making every student

successful. My examples throughout this paper highlight my daily use of differentiation in

science curriculum, and I don’t believe it is unique to a multi-grade classroom. I am fortunate to

work for a school district that long ago had to adapt to such a wide variety of learning and

developmental levels in order to educate each student and as a result have been provided with

standards and benchmarks that help me create a quality lesson plan for all. I do think these same

principles would work in a typical single-grade classroom as the challenges of individual

learning styles and strategies is universal.

References

Carrier, S. J. (2013). Elementary Preservice Teachers' Science Vocabulary: Knowledge and

Application. Journal of Science Teacher Education, 405-425.

Delta Education. LLC. (2017, June 10). How FOSS Works. Retrieved from A Delta Education

Website: www.deltaeducation.com/foss

Fazio, X., & Gallagher, T. (2014). Morphological Development Levels of Science Content

Vocabulary: Implications for Science-Based Texts in Elementary Classrooms.

International Journal of Science and Mathematics Education, 1407-1423.

Fulton, L. (2017). Science Notebooks as Learning Tools. Science and Children, 80-85.

Fulton, L., & Campbell, B. (2014). Science Notebooks: Writing About Inquiry. Portsmouth:

Heinemann.
McMurrer, J. (2008). Instructional Time in Elementary Schools: A Closer Look at Changes for

Specific Subjects. Arts Education Policy Review, 23-27.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible. San Francisco:

Jossey-Bass.