Science Super Star: Timothy Douglas
We spotlight Timothy Douglas, CRS Science Super Star honoree, who teaches at the International Community School in Oakland. Timothy uses science as a way to help his students connect with the concept of learning, other subjects, each other, and the world.
May 6, 2020
We are thrilled to recognize Timothy Douglas, Kindergarten Teacher at the International Community School in Oakland, as a 2020 Science Super Star!
Timothy uses science as a way to help his students connect with the concept of learning, other subjects, each other, and the world. He highlights the impact a lesson can have on a student. "A student really loves pill-bugs. He is a Mam speaker from Guatemala and is learning English and Spanish. He searches for them during recess, takes care of them, and draws them and other animals during his free choice time. He has found a way to connect with the natural world and developed his language."
Many of his students English Language Learners, and occasionally have vocabulary misconceptions. Before every unit, he asks students to engage in a "Think, Pair, Share" exercise, so he can assess what they already know. He then carries out a class-wide KWL (What I Know, What I Wonder, What I Learned) to try to ensure a base understanding in all of his students.
He often ties his lessons to the world around them. This past year his students studied a unit on a tree's changes throughout the seasons. They observed trees in the school-yard, along with the weather and nearby animals and plants to figure out what is necessary for a tree's survival. Timothy noted, "They are great observers of the natural world."
Timothy is excited about the fact that he overhears a lot of content specific vocabulary during investigations. Students often utilize sentence-frames that he outlines in the beginning of the lesson: "I think ___" and "I observe ___."
His classroom often make deductions about the experiments orally. Timothy allows open space for students to agree and disagree, and encourages them to try to explain their reasoning. He has them practice formulating questions – which is especially difficult for his Kindergarten emerging English speakers.
To help with forming all encompassing lessons (learning while trying to ease any intimidation) he often connects other content areas. Besides observations and conducting information, he takes the time to read the FOSS content books with small groups of students. Together they practice left to right, one to one connection, finding letter sounds, and making meaning from pictures.
When studying the needs of fish (and after introducing tunnels to their guppy aquariums) he overheard many students being able to formulate their questions about the investigation. "I wonder if the guppies are scared?" "I wonder if they will they go through the tunnel?" "I wonder if they will they try to eat the tunnel?"
Timothy wants to share a helpful tip to any teachers who are considering teaching more science:
"Patience. It takes a long time to understand the many aspects of teaching science (classroom management/curriculum/scheduling). It can be very messy, which is the good part. Give students jobs to help create buy-in. Give them independent time to interact and observe science materials."