2020 Science Super Star Teachers Share Their Words of Wisdom
The 2020 CRS Science Super Stars share some of their observations, advice, and experience. Read their words of wisdom and see examples from their excellence in elementary science!
Impact on Students
| “I have a student who is very shy and does not participate in whole class discussions yet. However, during science, she is very engaged with the experiments and observations. Because she has been able to actually do the science, she participated in one of our science talks. The hands-on science levels the playing field and gives everyone the experience they need to participate fully in a discussion.” |  |
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“‘J’ is an ELL. He is socially awkward with others, struggles with focus, and is below grade level in all areas except science. He LOVES science! In other areas I am redirecting him often, but in science, his hand is ALWAYS in the air to share ideas, share interesting facts, and more — in every single lesson. He’s currently writing a report on volcanic explosions, and I’ve never seen him so excited to write. My experience of him would be so different without having this context.” |
| “I have a student with general ‘anxiety about school.’ He has a very specialized IEP and will disengage with almost everything except… science! He lights up whenever we do an investigation.” | “I have several students who are very low academically. However, doing hands-on science lessons makes them feel engaged in learning and they enjoy learning in science.” |
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“I have a student with severe anxiety. Before BASIS came, he had a difficult recess and was crying and extremely upset. I calmed him down and told him to stay for the special science class. He agreed with the understanding that if he didn’t feel better he could go to the office. Well, within a few minutes, he was smiling and fully engaged in the lesson. The lesson was so interesting that he immediately and completely forgot his problems.” |
Teacher Strategies
| “I’d say connect classroom science to students’ relatable, real-life situations as much as possible. Incorporate multimedia to help engage students. Take time with science, and move investigations gradually if needed to students can get concepts at a manageable rate.” – Rob Fong, 5th Grade Teacher, Lincoln Elementary | 
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“Having students really learn how to draw what they see is foundational to their understanding.” – Darlene Kong, 2nd Grade Teacher, Monarch Academy |
| “I was very nervous at first about teaching science because I do not consider myself to be a “science” person, but over the years I have gradually become comfortable leading science lessons. I would recommend to other teachers to start off with a lesson that is relatively easy to manage and to plan carefully for how materials will be handled. Beyond that, it is important to always provide time for class discussions so that students can raise questions and have an opportunity to synthesize what they are learning. And don’t be afraid to say when you don’t know the answer. It gives you a chance to do further inquiry with your class.” – Janet Belanoff, 3rd Grade Teacher, Collins Elementary School | “Let your students lead the way. Children, no matter how young, have ideas about the world. They have questions, and we can either provide them answers or give them an opportunity to discover them on their own. Find out what they are interested in learning. Ask them what they want to know, and let that be the foundation for experiments.
Bring them outside! There is so much to discover when outdoors. They develop a true sense of connection with the natural world when they have more opportunities to engage with it.” – Maria Pirner, Kindergarten Teacher, Korematsu Discovery Academy |
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“Use your writing and/or reading blocks to deepen understanding of science concepts investigated in the lab.” – Laura Shield, 4th Grade Teacher, Chabot Elementary |
| “Lead with phenomena, include as much ‘hands-on’ learning as possible. Structure the work to provoke thoughtful discussions. Make lots of space in the class for conversations among the students. Push their thinking with your thoughtful questions and be sure to listen carefully to their ideas.” – Sue Jones, 3rd Grade Teacher, Bridges Academy |  |
Advice for Teachers
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“Teaching science can be a daunting task, but the only way to improve is to just go for it! Mistakes are O.K.!” – Connie Bi-On, 5th Grade Teacher, Brookvale Elementary |
| “Ask questions and ask for support. Collaborate with teachers on your school site.” – Gloria Garcia, 3rd Grade Teacher, Melrose Leadership Academy | “Try something new every lesson! Whether it is a new journaling technique, phrasing a question in a new way, or trying a new sentence frame.” – Allia Calkins, Kindergarten Teacher, Thornhill Elementary |
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“Take a risk, don’t be afraid to not know the answer or to not fully understand the concept. Be willing to learn with your students.” – Phoebe Diamond, 3rd Grade Teacher, Chabot Elementary |
| “I am currently teaching 3rd grade. Sometimes I forget that they are only 8 years old. They are still learning things and they get so excited. We were doing the first part of the experiment when they were exploring with magnets and realized that if they flipped it, the magnets would repel.They were so excited… so excited. It was a good reminder that I need to sometimes take a step back and look at science experiments and phenomena through a child’s point of view.” – Marta Sato, 3rd Grade Teacher, MLK Jr. Elementary | “I recently became a National Geographic Certified Educator, and this professional development course was transformational. It is free and totally online. I’d recommend it to anyone.” – Maria Pirner, Kindergarten Teacher, Korematsu Discovery Academy |
| “Be curious.” – Mark Spencer, 5th Grade Teacher, International Community School |  |
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“It’s not about getting the answer that you think the students need to get from science, it’s important to remember that students will get what they need from each experience, even if it’s just the opportunity to work in a group succesfully. Many students have had limited exposure to scientific phenomena, which makes allowing them to explore incredibly important, as a means to find out how the world works.” – Paula McGlone, 2nd Grade Teacher, Monarch Academy |