The incorporation of place based learning is an asset to any science curriculum, but has particular value in the elementary grades. Students’ excitement and curiosity are elevated when they are able to see, touch, smell, and hear organisms and processes in their natural setting. This translates back into the classroom, where students’ observations drive their questions and desire to find explanations. The goal of this thesis project was the development of a sequence of two NGSS-aligned 3rd grade, multi-day 5E lessons for the Catalina Island Conservancy(CIC) to support Avalon School located on Santa Catalina Island. The lessons include an outdoor component, allowing students to explore the unique ecosystems of the island with the eye and mind of a scientist. Lesson development began with the identification of NGSS dimensions that would best meet the NGSS 3rd grade performance expectations and the guidelines provided by the CIC Lessons were also field tested in two third grade classrooms and reviewed by professional educators knowledgeable about NGSS as well as education staff from the CIC. The feedback was analyzed and utilized to modify the lessons into their final form.
|Commitee:||Martin-Hansen, Lisa, Straits, William|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 81/1(E), Masters Abstracts International|
|Subjects:||Elementary education, Environmental education, Science education|
|Keywords:||adaptation, Catalina Island, outdoor education, place based learning, structure and function, third grade|
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