2018 Science Super Star Teachers Share Their Words of Wisdom
The 2018 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
| “The Science Super Star Challenge inspired me to get lots of class pets! We now have fish, crayfish, hermit crabs, and chicks coming soon.” -Bonnie Forbes, Kindergarten Teacher, Thornhill Elementary |
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| “Students are really enjoying engineering problems. Focusing on real-world problems, as scientists do, has really motivated students. They are not just learning science facts in isolation, but they are trying to solve real-world issues. Students are willing to take more risks; they test out different ideas and revise their ideas based on their observations to optimize the models.” -Ann Park 5th Grade Teacher, Bridges Academy at Melrose |
“As I change my practice, students become more independent learners with skills to learn and explore instead of facts memorized. Students are producing more coherent writing. Take the time to use the investigation as much as possible. Use the content for ELD, math, and ELA. Students enjoy the science content which motivates them in other subject areas.” -Lindsay Daseler, 4th Grade Teacher, International Community School |
| “It is important for students to understand that the learning and discovery stage is never really over.” -Juli Ward, Chabot Elementary |
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“Students collaborate in small groups to solve real problems, experiment and discuss… This teaches them to learn from others. Their excitement is contagious. They love science investigations.” -Erika Guerrero, 1st Grade Teacher, New Highland Academy |
| “The more time and space, as well as hands-on and visual supports I provide, the more my students are able to express themselves orally and in writing.” –Micaela Morse, Kindergarten Teacher, International Community School |
“My students love science! When I integrate it with reading fiction (on the same theme) and art they get even more invested. My students are learning to use the text for evidence. They are positive, motivated, and always excited for hands-on investigations.” –Liz Cruger, 3rd Grade Teacher, EnCompass Academy |
Teacher Strategies
| “I visit the CRS 4th grade resource page regularly to find supplementary materials to help create a well-rounded science program for my grade” -Meredith Evans, 4th Grade Teacher, Palomares Elementary |
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“We measured various fruit and counted the seeds and compared fruit. We made predictions about how many seeds a similar fruit would have.” -Pali Ouye, 3rd Grade Teacher, MLK/Lafayette Elementary |
| “We start with journal writing about what do I know about… Then we share and have science talk. After each investigation, we have partner talk then move to small group talk. We finish with group talk “science talk.” By this time, the students are ready to put their findings and reflection in their journals.” -Lena Why, 2nd Grade Teacher, Laurel Elementary |
“I noticed that this year I have more English Language Learners… (so) I’ve consciously started using more sentence frame prompts during “science talks,” using more pictures, diagrams and models and having them look for patterns and recording their data. By consciously using the NGSS crosscutting concepts, I noticed that even my struggling EL students are getting a much deeper understanding of what they are learning.” -Janet Lau, 2nd Grade Teacher, Cleveland Elementary |
| “We learn vocabulary related to our science reading, then we build models and act out the story. I also create a whole-class science notebook for each theme and students help create entries such as graphs, scientific sketches, and responses to a science question.” –Lorraine Mann, Transitional Kindergarten Teacher, Prescott Elementary |
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“We do a hands on science investigation in Kindergarten every 2 days. We begin by reading our focus question, discussing our predictions, carrying out the investigations in small groups, and discussing our data in the whole group.” –Micaela Morse, Kindergarten Teacher, International Community School |
Advice for Teachers
| “Choose something you’re curious about and talk to your students about it!” -Debra Hill, Malcolm X Elementary |
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“Science journaling is a MUST!” -Carrie Peters, Berkeley Arts Magnet |
| “The NGSS investigations are more demanding but more engaging as well. [Students’] conversations are more thoughtful… Make the most of the investigation times [and] try to integrate other subject areas. Use science text as short read-alouds to encourage more discussion and model deeper thinking while you have their attention.” -Nikita Gibbs-Nolen, 3rd Grade Teacher, Markham Elementary |
“Young childrens’ learning must begin with concrete experiences. I sometimes think we rely too much on books in teaching our youngest students, who are still in the midst of the concrete thinking stage. Thus, TK science must start with free, hands-on exploration, and that takes time and resources. Find a corner of the school that you can designate as the TK Science Nature Area. Get a few tools (donorschoose!), plant some plants, set the ground rules, and give the students regular access to the space. Use field trips at the beginning of a science unit to give your students concrete experience with the theme you will be studying.” –Lorraine Mann, Transitional Kindergarten Teacher, Prescott Elementary |
| “Get outside and explore as much as possible. Science lends to real life and cross curricular so well. Incorporate nature walks, writing, reading, and social studies.” -Meghan Matsuoka, 1st and 2nd Grade Teacher, Allendale Elementary |
“Students have silent signals that they use to communicate during a science talk. Signals include: agreement signal, disagreement signal, connection, invite a friend to speak up, invite a friend to step back.” -Sara Golden, Think College Now |
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“Connect the curriculum to real life scenarios and ask students what they think is the cause & effect of various phenomena” –Carrie Peters, 4/5th Grade, Berkeley Arts Magnet |