Dissertation/Thesis Abstract

Outdoor Education and the Next Generation Science Standards: The Development of a Third Grade Lesson Sequence for Catalina Island Conservancy
by May, Mary Ann, M.S., California State University, Long Beach, 2019, 72; 13860146
Abstract (Summary)

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.

Indexing (document details)
Advisor: Gomez-Zwiep, Susan
Commitee: Martin-Hansen, Lisa, Straits, William
School: California State University, Long Beach
Department: Science Education
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
Publication Number: 13860146
ISBN: 9781085556637
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