Openings into Effective Teaching that Builds on Curiosity
25 Years of Supporting Teachers as Levers of Change
April 2022
Community Resources for Science was born of a need: elementary teachers recognized the importance of early science learning, but had little time, training or support to teach science well.
In response, CRS founders Nicki Norman and Anne Jennings began a grassroots effort to find resources and deliver support directly to teachers. They started by working with teachers at one elementary school in Berkeley, and soon grew to serve dozens of schools.
Now 25 years later, CRS supports 2,000 TK-8 teachers across more than 130 schools spanning 15 East Bay districts. And since no two teachers or schools are exactly alike, CRS intentionally designs information, training, and other supports to be adaptable – no cookie-cutter approach here.
“Kids arrive in Kindergarten wide eyed and wondering about everything from rainbows to robots, from dinosaurs to digital technology, and more. Over their elementary years they need to not just memorize facts. They need to understand complex systems that impact their daily lives, like weather and ecosystems flows of water and energy, and how plants, animals, and people adapt to survive.” - Elementary Principal
The first thing teachers asked for was help finding good lessons, materials, and field trips to engage their young learners. But soon, teachers were asking for “ologists” – actual scientists who could come into classrooms and “do” (not lecture!) science with kids.
The contours of our support services and outreach programs have adapted over time, as opportunities and constraints have evolved. But the core value remains steadfast: access to meaningful, high-quality science learning experiences is essential for all students, especially those from underrepresented and marginalized communities, as a matter of equity and social justice.
Science is an essential component of a strong, well-rounded education that prepares children to grow into productive, engaged adults who are critical thinkers, environmental stewards, innovators, inventors, and problem solvers.
“Early science is a game changer for students because it captures their hearts and inspires their minds to grow beyond the walls of the classroom!”
CRS is not content to simply exhort teachers to “teach more science.” We roll up our sleeves, engage in deep conversations, share timely information about field trips and grants, provide training, and show teachers through in-class scientist-led lessons “how” to engage their young learners in exploring phenomena and figuring out how our world works.
We bring together hundreds of partners – from major science centers to neighborhood garden groups - to leverage our diverse expertise for our shared purpose: make sure today’s kids have plenty of opportunities to build foundational skills to become tomorrow’s scientists, engineers, environmental stewards, and critical thinkers. Through our Advisory Council, and through professional development initiatives, we facilitate conversations, collaborations and collective actions that have immediate and lasting impact on equity and engagement for young learners.
During the pandemic, teachers have reached out to learn how to build environmental and climate literacy and how to share stories about notable scientists of color, how to connect science across the curriculum and how to organize a virtual family science event. And CRS has been there to offer workshops, help with planning, and share the latest research and resources teachers are looking for.
Through CRS support and workshops, teachers discover how active science lessons serve as equalizers among students with widely varying academic needs. One teacher shared with us recently: “I, like many 2nd grade teachers, wound up with widely diverse learning abilities in my students this year. Five were far above grade level, 5 didn't know their alphabet. Science was one area where discrete skills were not a stumbling block. My non-readers are intelligent, curious, communicative students and are not intimidated by interacting in hands-on, inquiry based lessons. My advanced students are not bored, The playing field was leveled and all were/are excited and raring to go.”
Other teachers observe how engaging science can be for students with learning differences. One teacher told us: “I have a student with autism who is very quiet and did not talk very much in class at the beginning of the year. He didn't talk to his partner during ‘turn and talks,’ and he was unsure how to initiate conversations with classmates at all. But once we started doing the science experiments and activities, he became very animated during ‘turn and talk’ times, and this transferred to other subjects as well! He becomes a different kid during science - asking questions, sharing his observations, etc. It's been lovely to watch.”
We look forward to the next 25 years of opening the hearts and minds of elementary teachers and students to the joy and importance of doing science.