Patterns of Science is an AWESOME open source science curriculum published by the Portland Metro STEM Collaborative. They have an amazing NGSS science curriculum available on their web site. Then, to top of their main resources, they have been pulling together support on how to reach ALL of their students during the Pandemic remote learning crisis. They aren’t simply throwing everything online and telling teachers to “have at it” They are also developing equitable paper packets that try to retain the same interaction, inquiry and quality as their live or digital lesson.
“Our team of teacher leaders has developed distance learning resources for each Patterns course to support students and teachers during school closures. These resources will support your classroom and district implementation of Distance Learning for All as directed by the Oregon Department of Education.”
I am in the ironic situation of being a distance learning teacher during the COVID Abyss. I know distance learning, I have been teaching by video conference for 13 years. I could do this………But I don’t know how to reach all of my students who have no internet access at home (most of them). So I have spent a few weeks networking with others in my same situation. Learning and listening to other amazing teachers making adaptions. One thing became clear, there is no equity in the access students have to devices, internet and even long distance time to make conference calls.
My professional networking resulted in discovering new models for designing lessons during the COVID shutdown of schools. Teachers now prepare 3 different types of packets for each unit. The terms “no tech”, “low tech”, and “high tech” are emerging around these designs.
no tech= paper packet, possibly some physical supplies sent home with careful hygiene consideration. (Phone conferencing may be an option)
low tech – files that can be used offline for learning. These can be transferred by air drop when students come in to pick up their lunches or stand outside the building to access the wifi. They can also be mailed or dropped off by usb thumb drive. (Phone conferencing may be an option)
high tech- students have a device and internet access. They can join classes by ZOOM and use LMS such as Canvas and Google Classroom. In my situation this is less than 5% of my students.
It has been so wonderful to share with other teachers who are designing around all of these constraints to make learning possible. Taking the time to reach out and network with other teachers has been an invaluable use of my time. I hit the jackpot last week when I found that the Science Teachers in Portland Oregon had posted a COVID adapted version of Unit 5 for their Physics Curriculum. Triple Bonus, their unit matched mine with alignment to the NGSS, used the same open source CK12.org textbook and utilized PHET interactive lab simulations . So here is what a unit plan can look like if you design it in three ways; no tech, low, tech, and high tech. All of the material used and the design is published through open source creative commons. I adapted the unit a bit. When I have more time I am going to add some personalized screencasts for the low tech and high tech options.
Did I mention time? Just think about it. Designing three versions of all your lessons and then personalizing it with video instruction and personal communication. A good reason to work together and share. A big thank you to all the science teachers who share and the staff at Portland, Oregon school district.
Student Packet Ideas Share Here are some ideas that I brainstormed with my fellow science teachers. Not all of our students have internet have internet access. I appreciate all of the materials shared by other teaches. Here is my attempt to condense a few to consider as I continue to build take home packets.
Check out Green Ninja Storytelling, journal their environment Green Ninja https://web.greenninja.org/ NGSS ( Scientific Storytelling is great for place based science) I specific like how the weave student storytelling into their units
Anchorage Museum Alaska students sharing with Tasmania
Welcome! Nothing like a bunch of questions about teaching science by distance can burn a fire under an amateur blogger. Sorry about the mess but I have been busy teaching. But I am very motivated to start curating and sharing ideas that I have. I am extremely frustrated to have to spend most of my time converting my digital magic to paper packets because my students have or limited internet. So please help your self but mind the mess. We are stronger together!
The Inquiry Hub has amazing Biology units that integrate NGSS in a meaningful and compelling curriculum. They have just announced webinars to help teachers implement these remotely. https://www.colorado.edu/program/inquiryhub/
Meeting 1: Remote Learning Support for inquiryHub and OpenSciEd TOPIC: Fostering Productive Norms in Remote Learning Time: Monday, March 30, 2020 at 10:00 AM – 11:00 AM Central Time Join Zoom Meeting: https://utdanacenter.zoom.us/j/5124716536 Meeting ID: 512 471 6536
Meeting 2: Remote Learning Support for OpenSciEd and iHub TOPIC: Building a Driving Question Board in Remote Learning Time: Apr 8, 2020 01:00 PM Central Time (US and Canada) Join Zoom Meeting: https://utdanacenter.zoom.us/j/5124716536 Meeting ID: 512 471 6536