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READ: The State of K-12 Science Curriculum

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READ: The State of K-12 Science Curriculum

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NASBE - National Association of State Boards of Education

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While the availability of aligned, high-quality materials lags what science standards demand, states can press the market for better ones.

Image credit: iStock

More than a decade ago, the K-12 Framework for Education and the Next Generation Science Standards (NGSS) shifted states' notions of what constitutes the core of science skills and knowledge that students need to thrive in school and beyond.[1] The majority of states adopted standards based on the framework as well as the NGSS. Yet because of the standards' complexity and an overall lack of emphasis on science instruction, districts have few quality curricula and materials to choose from.

Extensive research on what students need to become informed, science-literate citizens-and also on how students learn science best-underpins NGSS. Similarly, the framework promotes learning that is both relevant and meaningful to students and authentic to the practices of scientists and engineers. The standards seek to drive science learning through the study of phenomena-observable events students can explain or predict using science knowledge. Tides, sunrise, leaves changing color, and the way dew collects on grass are all phenomena students can explore.

Recognizing Quality

What does it mean for science instructional materials to be high quality? Quality materials focus instruction on "sense-making and problem solving with true phenomena or problems-rather than topics, concepts, or construction projects."[2] In addition, quality materials connect phenomena to learning goals across the science disciplines so that problems are purposeful and lead students through a specific scope and sequence. Both the framework and NGSS call for building and applying knowledge as students practice and develop related skills. This represents a deviation from past standards, which set inquiry apart from content and spawned materials and teaching practices that addressed them separately.

Quality science materials integrate three dimensions: scientific and engineering practices such as developing and using models, crosscutting concepts such as cause and effect, and disciplinary core ideas such as earth systems. Materials should be designed to "support students to both learn and use the dimensions in an integrated way... to sense-make or problem solve."[3] The three dimensions should not be incorporated haphazardly but in a manner that is directly connected to specific learning goals.

Instructional materials should support this kind of coherent learning that increases students' experience and depth across all three dimensions. For example, students might develop models of an earth system, examine a change that occurs in it, and determine the cause of the change and its ultimate impact. Throughout, students would revise their models to explain what caused the changes and resulting effects, predict events, or both. Reflecting on crosscutting concepts like cause and effect gives students a lens for future scientific work in different contexts and across science disciplines and courses.

Quality science materials connect directly to students' curiosity, questions, past experiences, home lives, and communities. They provide common entry points and opportunities for students to ask their own questions, collect their own evidence, and construct their own explanations. They also provide opportunities for students to share their thinking, get feedback, and iterate and improve their explanations.

Quality science materials provide common entry points and opportunities for students to ask their own questions, collect their own evidence, and construct their own explanations.

Assessments are an often-overlooked component of quality curriculum and instruction. Strong materials not only include a scope and sequence around content but incorporate ways for teachers to evaluate what students have learned. Assessments should be embedded within the materials and directly connected to curriculum-specific, three-dimensional learning goals.[4] When designed well, such assessments help teachers better understand gaps in student knowledge, possible approaches based on student responses, and ways to differentiate instruction to reach every member of their classroom.

The State of the Market

In addition to its reviews of materials for mathematics and English language arts (ELA), EdReports now reviews instructional materials for K-5, 6-8, and high school science, and we rate each program based on the aforementioned criteria for quality: We look for three-dimensional learning and assessment, phenomena and problems as drivers of learning, coherence and the full scope of the three dimensions, as well as instructional supports and usability, including supports for diverse learners. Our reports offer evidence for alignment with NGSS and with research on how students learn.

Currently, science classrooms in 44 states are implementing standards connected to the K-12 Framework for Science Education. Because these standards require high-quality science instructional materials to support student learning, information about existing programs has never been more important. EdReports convenes expert educators to lead comprehensive, calibrated reviews. The educators design our review rubrics and meet over several months to examine programs, gather evidence, and come to a consensus on scoring recommendations.

Currently, science classrooms in 44 states are implementing standards connected to the K-12 Framework for Science Education.

As of September 2023, EdReports had reviewed 97 percent of the K-12 math and ELA programs in the materials market. Of those materials reviewed, 48 percent of math programs and 53 percent of ELA programs meet expectations for alignment with learning standards.[5] EdReports has reviewed 41 percent of the K-12 core curricular science market.[6] Of the K-12 science programs EdReports has evaluated, 17 percent meet expectations for alignment, 14 percent partially meet expectations for alignment, and 69 percent do not meet expectations for alignment with learning standards.

In sum, aligned science programs are scarce. Teachers' experiences reinforce the point. An overwhelming 96 percent of science teachers surveyed in 2020-21 say that materials aligned to their state's science standards are somewhat or extremely important to them. Yet only 37 percent believe their materials meet this need.[7] Other surveys confirm this view. In a 2022 survey by the Carnegie Corporation of New York, 60 percent of a national sample of science educators said that "there is a substantial need to change instructional materials to make them more aligned with the NGSS."[8]

Supplemental and Teacher-Created Materials

Given the lack of quality choices, it is no surprise that only 30 percent of teachers indicate that they use any core programs as their primary instructional materials.[9] Consequently, the majority of resources teachers use are supplements-whether they buy them, find them online, or create them themselves. In fact, half of all science teachers indicate that they use supplements as their primary source of materials.

Half of all science teachers indicate that they use supplements as their primary source of materials.

Another survey found that 62 percent of middle school teachers and 84 percent of high school teachers "routinely used science materials they created."[10] The survey revealed that more than half of teachers use YouTube and Teachers Pay Teachers as sources for additional instructional materials.

This reliance on unvetted supplements and teacher-created materials can affect coherence significantly. It is much harder to develop a coherent learning experience for students when piecing together multiple lessons from multiple sources to create a year's worth of learning. It is also harder to simultaneously ensure that instruction adheres to grade level and incorporates a progression of the three dimensions of quality science instruction.

Curriculum-Focused Professional Learning

With only a quarter of teachers using any core comprehensive program in science, access to curriculum-focused professional learning is a particular challenge. Twenty-eight percent of science teachers receive no curriculum-focused professional development at all.[11] Two-thirds of science teachers report receiving zero to five hours annually of ongoing support related to their instructional materials.

Even when teachers do get professional development, they often say it does not meet their needs. While elementary school teachers are more likely to say that their professional learning prepared them to at least a moderate extent, 28 percent of middle school teachers and 32 percent of high school teachers indicate that their professional development did not prepare them at all to use the provided curriculum.[12]

Even when teachers do get professional development, they often say it does not meet their needs.

A compounding challenge is science teachers' lack of understanding of the standards their states have adopted. According to a 2021 RAND survey, almost a quarter of teachers said they did not know whether their schools were implementing NGSS.[13] In a 2022 landscape survey, more than two-thirds of science educators indicated a substantial need for professional learning to "better prepare teachers for Framework-aligned science instruction, and most saw the work as either not having started or just beginning."[14]

It is important to note that use of high-quality materials themselves offer opportunities for deepening teacher content knowledge and understanding of the context of student learning standards. By implementing a high-quality curriculum, teachers get practice in applying the research-based strategies that meet the demands that science standards make of students. Selecting high-quality materials and investing in curriculum-based professional learning are mutually reinforcing for student and teacher success.

A Changing Market

The science materials market is beginning to change. The pipeline of programs we review is increasing, including review of open education resource products for educators to access and use in a variety of ways.

Publishers are also redesigning their materials. Given the dearth of programs currently meeting expectations for alignment, there is clearly more work to do. EdReports has only been reviewing science materials since 2019. This situation is analogous to what happened after the release of our first reports in math in 2015. Out of nineteen inaugural programs reviewed, only one was standards aligned. Now there are dozens of quality options. With more information came an increased demand for quality, and with increased demand, the market supplied better materials.

Calls to Action

There is no single policy or set of policies that will address all the challenges teachers and students face in accessing and using high-quality science instructional materials. Even as teachers wait for the market to catch up to their demands for quality materials, state leaders can take several steps that will make a real difference in science classrooms.

Maintain rigorous science standards and demand high-quality curriculum options. States can keep the bar high for science education. Maintaining quality learning standards is part of this effort, as is setting graduation and seat time requirements, even if most resources do not yet meet the mark they set. Without continued state commitment to the standards, aligned products will not materialize. Where districts are struggling with the lack of options and professional development, states should lean in. If state and district leaders get schooled in what makes materials high quality and demand it, publishers of science curricula will respond.[15] At the same time, education leaders need to support science educators now, without waiting for better materials.

Assess your state's instructional materials landscape. Improving access to high-quality science curriculum and fostering its use begin from an understanding of the current landscape. What are teachers using? Are core comprehensive programs in place? If so, how old are they, how often are they used, and why? Are teachers primarily creating their own resources? To what extent are materials or supplementals being procured, and from where do they come?

Most states do not require reporting of what materials districts select or any information on their use. However, there are other ways to track this information. Schools and districts could share their core curriculum materials as part of existing state reporting such as state accreditation processes or school improvement plans. A state accreditation process is an excellent opportunity to learn more about all facets of the state context. Along with materials in use, districts can share narrative details and examples of how teachers attend to the state standards. In this way, state board of education members can learn what supports are available for teachers and the gaps that need to be filled in order to improve standards and materials implementation.

State board of education members can learn what supports are available for teachers and the gaps that need to be filled in order to improve standards and materials implementation.

Surveys are another way to learn more about the state's materials landscape. For example, the Nebraska and Massachusetts education agencies both collect and provide access to data on where materials are in use.[16]

Understanding how programs are selected is just as important as knowing what is in use. State boards can investigate and consider what adoption processes, if any, have been developed. When was the last time most districts adopted instructional materials, and what is the timeline for the next science adoption? What does it even mean for districts to select instructional materials? Are there comprehensive processes in place that engage teachers and stakeholders, and do they use independent information to make adoption decisions?

Help districts identify and select quality materials. Even districts with significant capacity can struggle to identify and select quality materials, particularly in science. States can support them by emphasizing the importance of having core, comprehensive science materials and highlighting available quality options. Our work at EdReports serves as a resource for states and districts. States have also created state-specific websites that draw upon our reviews while contextualizing the reports around state standards and policies.

How materials are selected matters if states and districts expect them to be used and used well. Educators need to understand why the materials were chosen and how they will help them support their students, and the best way to do that is to center them in a comprehensive selection process. States can provide adoption guidance and direct schools and districts to work with regional entities such as education service centers and board of cooperative education services to provide support for adopting quality materials.

States can provide adoption guidance and direct schools and districts to work with regional entities to provide support for adopting quality materials.

Rhode Island has convened district teams that are making adoption decisions in similar content areas. The teams have shared best practices, examined data, and leveraged vital conversations to guide district decision making. They have been able to learn together as they consider the benefits and limitations of curriculum choices, share input from pilots, and collaborate on implementation, all with support from the state's education department.[17]

States can also leverage their purchasing power to make quality materials easier to procure. Louisiana negotiates pricing and contracting for districts as they buy quality materials. In Louisiana's teacher-led state adoption process, materials may be designated to be Tier I (exemplifying quality) or Tier II (approaching quality) to qualify for state help with purchasing, but not for materials in its third tier (not representing quality). This approach makes it easiest for districts to buy the best materials.[18]

States can also leverage their purchasing power to make quality materials easier to procure.

Let's be clear: Adopting curriculum is not enough. Implementation and professional development are keys to actual classroom use. Along with signaling quality and supporting strong selection processes, states can set policies and provide resources to aid implementation, including curriculum-based professional learning.

Invest in professional learning tied to standards and quality curriculum. In science education, professional learning is key for understanding both state-specific science standards and how to animate these standards in instruction through the use of aligned materials. Yet there are few good options, and education leaders must reckon with the strength and gaps in materials as they target training to teachers.

What does this investment look like? First, states can harness their role in signaling what quality professional learning looks like, incentivizing participation, and requiring that educators get access to it. In science specifically, this professional learning will also likely require significant support for learning about the standards, standards implementation, and curriculum adaptation.

States can sponsor statewide forums and communities of practice to accomplish these goals. The forums can address some important broad questions: What materials are districts using, and what learning supports do they need for implementation? This includes exploring potential gaps in various programs that need to be the focus of ongoing adaptation work.

States can also convene and support narrower communities of practice. Working in cohorts, districts that are considering or using similar materials or districts with similar communities and student populations could be good candidates. Such communities of practice are most beneficial when they are sustained, allowing teachers to practice, reflect, and identify needs for cohort consideration iteratively.

Knowing that many products currently on the market only partially meet expectations, the materials that make the most sense for a district may still require adaptation. Communities of practice can aid teachers in using the materials at hand without lowering standards and to continue to help students build crucial science knowledge and skills. Further, a state may leverage communities of practice to support better understanding of the standards as a whole.

Knowing that many products currently on the market only partially meet expectations, the materials that make the most sense for a district may still require adaptation.

Another option is for states to provide grants to help districts adapt materials. Grants can distinguish between professional learning for materials that meet expectations needing little adaptation and professional learning focused on programs that require varying degrees of adaptation. Any state-sponsored learning should ensure a high bar of quality and be conducted by a certified provider.

The Future of Science Instructional Materials

State policies, practices, and legislation can move the needle toward increased access to and use of high-quality instructional materials in science, just as it has for other content areas. Just one example: In 2019, Rhode Island's legislature passed a law requiring districts to select from a state list by the end of 2023 ELA and math curricula that, among other components, meet EdReports' expectations for alignment. Between October 2018 and November 2021, access in ELA had increased by 128 percent for elementary students, 235 percent for middle schoolers, and 697 percent for high school students.[19]

Science materials are not yet what students and teachers need them to be. But given the evolution in the ELA and math markets over the past five years, there is reason for optimism. But no need to wait for this evolution! Much can be done right now to ensure that each and every student can build the science knowledge and skills today that will make a difference for their futures.
Sam Shaw is the vice president of content at EdReports and Eric Hirsch is its executive director.
Notes

[1] National Research Council, A Framework for K-12 Science Education-Practices, Crosscutting Concepts, and Core Ideas (Washington, DC: National Academies Press, 2012); Next Generation Science Standards (2013), https://www.nextgenscience.org/.

[2] NextGen Science and EdReports, Critical Features of Instructional Materials Design for Today's Science Standards: A Resource for Science Curriculum Developers and the Education Field (2021).

[4] Margarita Alvarez, "What You Need to Know about Curriculum-Embedded Assessments" (EdReports, 2021).

[5] EdReports, "The State of the Instructional Materials Market 2021: The Availability and Use of Aligned Materials " (2022).

[6] EdReports, "The State of the Instructional Materials Market: Use of Aligned Materials in 2022" (2023).

[7] RAND American Educator Panels and American Teacher Panel, American Instructional Resources Survey (AIRS) Project, web page (Santa Monica, CA: RAND Corporation, 2021).

[8] P. Sean Smith and Courtney L. Plumley, "K-12 Science Education in the United States: A Landscape Study for Improving the Field," report (New York City: Carnegie Corporation of New York, 2022).

[9] EdReports, "2022 Data Snapshot: K-12 Science Instructional Materials" (Winter 2022).

[10] Sy Doan et al., "American Instructional Resources Surveys: 2021 Technical Documentation and Survey Results," research report (Santa Monica, CA: RAND Corporation, 2021).

[11] RAND American Educator Panels and American Teacher Panel, AIRS Project, web page.

[14] Smith and Plumley, "K-12 Science Education in the United States."

[15] EdReports and NextGen's report Critical Features of Instructional Materials Design for Today's Science Standards is one tool to help states and districts press product designers for changes and improvements to current options.

[16] Nebraska Instructional Materials Collaborative, Instructional Materials Map, web page; Massachusetts Department of Education, CURATE, web page.

[17] EdReports, "Building Buy-In: Rhode Island's Comprehensive Approach to Selecting High-Quality Curricula" (2021).

[18] Louisiana Department of Education, "Instructional Materials Reviews," web page.

[19] Council of Chief State School Officers, "Impact of the CCSSO IMPD Network" (Washington, DC: CCSSO, January 2022), p. 11; EdReports, "Access to Quality Curriculum Is Making a Difference: Highlights from the Field" (2023).

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While the availability of aligned, high-quality materials lags what science standards demand, states can press the market for better ones.

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READ: Answering “Why Do We Have to Do This?”

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READ: Answering “Why Do We Have to Do This?”

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It's Monday morning, mid-February. Soon, 34 sophomores will join our learning lab of secondary science teachers at Willow High School. My task as a hired literacy consultant is to demonstrate how to weave in disciplinary literacy strategies, using the host teacher's current unit, "Applied Genetics."

Students trickle into the classroom. Staring at the 12 observing teachers who are scattered around the room, kids ask me where they can sit. Some refuse to make eye contact, others groan as they enter.

"Are you our sub? If there's a sub, I'm outta here," quips a kid with an amazing head of hair.

"No, but I'm going to be working with you for the next two days. Tell me your name."

Surprised, he peeks out from his bangs and tells me "Jamal." He then introduces me to his buddy. I can tell right away they probably aren't supposed to sit together.

"This is Malachi," Jamal says. "He hates school." Malachi doesn't say a word.

Just as the warning bell rings, a kid to the right of me laments, "Why do we have to do this?"

Lately, I've been asking myself why teachers have to do certain things. Since COVID-19, school feels different. Teaching is still hard, but it's a different kind of hard that I still can't put my finger on. More and more, students want to know what the purpose is of what they are being asked to do. And when they ask, teachers should have an answer.

Perhaps when students ask, "Why do I have to do this?" they're really asking, "Why should I care?" I considered this as I crafted this article, pondering how disciplinary literacy should be taught. There are straightforward answers to how to do so: model thinking, show kids how to get unstuck, and identify structures that organize discipline-specific text. These are all important aspects of disciplinary literacy-but for students who don't care, they aren't enough.

Participants in these teacher learning labs are tasked to study engagement-not copy the way I teach. My role is to model thinking and planning strategies so teachers can observe different ways to engage students. But knowing that even the best reading strategy won't work if kids are disengaged, I'm worried that following the unit plans the host teacher provided won't be enough to hook all students. So I've added the following structures to her unit to ramp up engagement. First, I'll provide several texts on the topic that learners can choose from. Second, I'll ask students to respond to one of four provocative questions to activate their curiosity and background knowledge. Third, instead of taking a quiz at the end of class, students will reflect on the learning targets shared at the beginning. I'll examine their annotations and observe conversations with tablemates to get a sense of their knowledge about genetics-and how they read. Fourth, I've suggested a change for the final assessment. Instead of a report on an inherited disease that only the teacher will read, perhaps a pamphlet that students design to create awareness about genetic mutations will garner more interest. The pamphlets will then be delivered by students to the local health center. An authentic task should cause more kids to care. I hope the planning I've done in anticipation of students' needs will be enough to keep them engaged.

Needed: Daily Reasons to Care

Getting kids to care on a daily basis is hard work. During the lesson, students had very different needs in terms of getting motivated. Quinn, the self-proclaimed best reader in the class, colored her choice text with the provided highlighters. When I asked what she was wondering about, she responded confidently, "I don't have any questions. I already know everything about genetics." But when I read a few of her annotations, none of them indicated she'd read very deeply. Meanwhile, Rosario, an English language learner, just stared at the text. As I conferred with her, she simply smiled and nodded. I made a mental note that my first step for Rosario the next day would be to find a student who could help me translate and then ease her anxiety and assess how well she reads in her native language.

I also realized as the demonstration lesson progressed that students weren't making connections between various things they were learning; they simply didn't have enough reasons, other than a good grade, to care about doing the work. At the time of this learning lab, their teacher was trying to be a good member of her teaching team by following the agreed-upon activities for the unit. She had to cover a certain amount of content. If some kids fell behind, at least she could say she got through the material.

I'm sure this teacher knew in her gut why these facts about genetics were important. But because she hadn't included context-the "why should I care?"-her plan wasn't hooking most students.

Certainly, students need to know how to read disciplinary-specific text. But often, modeling reading strategies isn't enough to engage learners. My goal in the professional development work I do with teachers, like the learning lab at Willow High, is to model multiple reasons why students should care about the work. Some kids will work because they're interested in the text I've provided; others will be intrigued by provocative questions. Creating an authentic product at the end grabs a few more kids. I wanted teachers to understand that the more reasons we can provide for students to do the work, the more kids we might hook.

Same Unit, Different School-But Rich with Context

As luck would have it, a month later I worked with a high school science teacher in a different state on virtually the same unit. Tara used a case study of a person with cancer to give students context. They researched the disease to see the role of inheritance and genetic mutations. When I asked why students should care about the topic, Tara immediately answered, "All our students have been touched by this disease. They may not have experienced it themselves, but they know and love someone who has." We listed these reasons why learners should care about the content of the unit:

A basic understanding of genetics can inform our decisions about lifestyle changes and family planning choices.

When we know what causes a disease, we can be proactive and less afraid we might "get it."

Not all mutations are bad. Some help us survive.

Sometimes where and how we live affects our genes. If we know what causes cancer, we can protect our body and environment from toxins.

There are positive and negative aspects of genetic manipulation. A basic understanding of genetics can inform how we act when faced with a controversial issue.

Tara never mentioned covering content. She knew providing context for learning factual information is the Velcro for understanding.

Marrying Content and Relevance

Connecting content to relevant issues beyond students' personal lives also helps students care. Last spring, I coached Jenn, a 10th grade English teacher in a rural part of New York who was planning a unit around the novel, The Hate U Give by Angie Thomas. She wanted students to study different points of view in this powerful novel. We came up with two reasons why this novel and the English language arts standards connected to teaching point of view should matter to adolescents:

Readers need to see themselves reflected in their reading; to expand their view of the world, they also need to read about people and places they don't normally encounter.

Finding our voice gives us power in the world to make changes and stand against injustice.

Once Jenn articulated her reasons for using the novel, I pushed her to connect her unit to a current issue to add more reasons for students to care. The Hate U Give has been banned in many school districts around the United States (actually, since Jenn taught this unit, several states have increased book-banning and censored the teaching of certain aspects of Black history). Jenn agreed and added one more reason this study was relevant: "History can inform how we act. Nazis banned and burned books, art, and any thinking that wasn't deemed 'German.' Promoting extreme nationalism [was] a way [they carried] out genocide."

Pairing a novel with a current issue gives students a chance to take a position and do some argumentative writing. Teachers can model how to read different disciplinary texts like op-eds, data tables, and journal articles. Jenn's students explored historical texts that helped them trace the roots of modern-day censorship to Nazi book burnings and wrote op-eds arguing a position on book banning, which they sent to local papers.

It's not Jenn's job to sway students to refute or defend book banning. It is her job to teach students how to be readers, writers, and critical thinkers. Writing about something that has more than one "side" gives students practice so they can hit the complex standard of argumentative writing. After all, when there's only one right answer, students have nothing to argue about.

Another way to get students engaged is to offer provocative, compelling questions that drive reading, writing, and discussion. Wrestling with open-ended questions gives students opportunities to engage in critical thinking as they analyze text and weave together discourses from different points of view. It also honors different student perspectives. Jenn used these questions for her unit on book banning:

Similarly, in her unit on cancer and genetic mutations, Tara asked students:

How do I read scientific text differently than I read fiction?

If someone in my family has cancer, will I get it?

Do the benefits of genetic manipulation outweigh the risks? When does science go too far?

Putting a unit in context of both current controversies and students' lives by articulating why that unit matters also helps teachers respond if the community questions curricular choices.

Literacy and the World of Work

For some students, reading texts connected to real-world activities or jobs is motivating. And working with such texts gives all students confidence with writing, or at least reading, about the basics in various fields. Real-world texts are specialized: Consider the reading and writing a plumber or a genetic counselor does. The text they use to construct and communicate meaning is very different from that of, say, a journalist. Students need opportunities to read and write different text structures so they can change the way they read and write as needed to participate in, or at least understand, communication within specialized communities or professions. The Carnegie Council for Advancing Adolescent Literacy recognized this need for flexibility when it suggested that students' inability to respond to the reading demands of different disciplines may contribute to lower adolescent reading scores.

We can help students become more skillful at reading and writing disciplinary texts by sharing what experts in the fields do literacy-wise. Literacy professor Rachael Gabriel defines disciplinary literacy as "instruction that highlights and explicitly teaches students how to create and use texts that are specialized for a given purpose or audience." So if we're serious about teaching disciplinary literacy, we must investigate what practitioners do. This is why whenever I talk to an expert, I ask them how they read and write text connected to their field-from querying my financial planner on how he reads a prospectus to asking an actor, "How do you usually read a script the first time you see it?" Finding examples of authentic products various workers create provides students with models and criteria for success. When I plan with a teacher, we brainstorm who uses the facts, skills, and strategies we want students to learn. For example, texts created by historians, social scientists, and activists might include: open letters, memoirs, protest art, photo essays, pamphlets, position statements, feature articles, infographics, and speeches. We study what those professionals create to communicate their thinking.

Reading the Real Stuff

Many middle and high schoolers mentally check out because they're unable or unwilling to read the assigned text. The hard truth is, if kids aren't reading, they aren't getting better at it. And as students progress through the grade levels, the span of reading abilities a teacher needs to accommodate grows wider; one text will never meet the needs of all students. So teachers need to search for reading material that represents a variety of text structures and reading levels. Yes, curating text choices takes time. But even adding one more option to what's currently being offered might double the number of kids who actually read.

For the demonstration genetics lesson, for instance, I chose sources I would read if I wanted to know more about a disease. I pulled text from the Centers for Disease Control and Prevention, the Mayo Clinic, and the National Organization of Rare Disorders. I found infographics connected to cell division and gene mutations, photos depicting physical manifestations of maladies, and a few firsthand accounts of teens suffering from disease.

When Jenn and I gathered text for her English unit, we discovered open letters signed by authors whose books were banned, online form letters where parents could fill in blanks to protest a book, infographics and tables comparing where books were banned, and commentaries from librarians and parents. Reading choices included articles about the banning of The Hate U Give, political cartoons, historical text about Nazi book burnings, and more.

My criteria for text selection isn't reading level; I go for high interest and authenticity. I think about English learners who are learning the language and also needing to learn the content. Finding infographics with minimal print provides a way for them to get information about the content and it gives teachers a chance to teach a bit of decoding and vocabulary. I consider what might appeal to students who are obstinate and refuse to read. Sometimes an age-appropriate graphic photo grabs a reluctant reader's attention enough to ask a question, which can open the door to another piece of text. I look for sources that provide information so students can gain background knowledge about a topic and texts that model what students will write themselves in a unit or lesson.

Energy to Learn

With strategic planning, teachers can help students care. We all need reasons to engage in complex work. The more reasons we have, the more compelled we are to dig in and stick with the task. When we know why something matters, it gives us the energy to learn. Teaching disconnected facts, isolated skills, and a few token reading strategies isn't enough. Learners need compelling reasons to read, write, and think.

Author's note: All teacher and student names are pseudonyms.

Reflect & Discuss

➛ Think of a unit you will be teaching soon. How could you change up your lesson plans or structure of that unit to add context and "reasons to care" for students?

➛ Thinking outside the box, what supplemental texts could you use in this unit that would feel relevant and give access to readers with various abilities?

➛ How do you tend to answer the student question, "Why do we have to do this?" Talk to other teachers on your team or a critical friend: What good ways have they found to answer this?

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The best reading strategy in the world won't hook students if they don't care about the work.

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WATCH: The One Thing All Great Teachers Do | Nick Fuhrman | TEDxUGA - YouTube

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WATCH: The One Thing All Great Teachers Do | Nick Fuhrman | TEDxUGA - YouTube

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The One Thing All Great Teachers Do | Nick Fuhrman | TEDxUGA

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Live from this year's PETE&C conference, Abbey Lichtenberg and Nicole Bond join us from Lincoln Intermediate Unit to talk about the advantage of starting with phenomena in science class. Special guest host Jason Zimmerman from IU 13 joins Patrice and Andrew to continue the conversation with Abbey and Nicole about how creating an invitation to learn can significantly impact outcomes in your classrooms.

Want to learn more about ChangED? Check out our website at: learn.mciu.org/changed

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Live from this year's PETE&C conference, Abbey Lichtenberg and Nicole Bond join us from Lincoln Intermediate Unit to talk about the advantage of starting with phenomena in science class. Special guest host Jason Zimmerman from IU 13 joins Patrice and Andrew to continue the conversation ...

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READ: Getting Older Students Excited About Science Class - TeachHUB

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READ: Getting Older Students Excited About Science Class - TeachHUB

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As students move into middle and high school, it becomes increasingly challenging for them to maintain excitement and enthusiasm for subjects like math and science. This difficulty could be because this age group tends to be distracted by their social life and other outside activities, which makes it hard for teachers to capture and hold their student's attention.

Employing innovative strategies to reignite students' interest is essential to address this challenge. Here we'll explore a few key areas to help you make science class more appealing so your older students will get excited about science class again.

Igniting Curiosity: Reframing Science as Relevant and Real

An effective way to ignite curiosity in science class is to connect science to everyday life, current events that are happening right now, and potential career opportunities that they may want to pursue in the future. By showcasing real-world relevance, you are making the subject more relatable and interesting.

Connecting Science to Careers

To help pique the interest and inspire older students, you can discuss the various career opportunities science has to offer. Guest speakers can share their experiences and offer insight into the field of science. Hearing directly from these professionals makes having a career in science more tangible.

Assigning career-themed projects is another way to make a real-world connection to science. For example, a physics engineering challenge like designing a machine or device can help demonstrate the application of physics in engineering. Additionally, arranging a field trip to a science-related workplace like a technology company can help students understand and appreciate how professionals apply their knowledge in real-world settings.

Science in the News

Discussing current scientific events, such as scientific breakthroughs or medical advances, can help demonstrate science's relevance to the world. When students see that these scientific discoveries impact society, it will help to make the connection between what they are learning in the classroom and the outside world. By incorporating these real-world events you are making science more intriguing and relevant.

Hands-on Engagement: Beyond the Textbook and Lecture

To captivate the attention of older students it's essential to look beyond traditional teaching methods like textbooks and lectures. Hands-on, interactive activities can engage students and make science class more exciting.

Hands-on Experiments

Conducting more hands-on experiments is a great way to make science class more fun, and it will help reinforce science concepts as well as help students develop essential skills like critical thinking, problem-solving, and collaboration. For example, try connecting chemistry to real life by simply demonstrating the reaction of baking soda and vinegar, which produces carbon dioxide, causing a volcano eruption. This experiment will help make science more relatable and foster a deeper understanding of chemical reactions in everyday life.

Project-Based Learning

Project-based learning involves actively involving students in real-world scenarios and challenges. Having students choose a science project that requires research and experimentation empowers them to take ownership of their learning. For example, students may create an eco-friendly greenhouse requiring research, design, prototype, analysis, reflection, and so on. This type of project fosters student's creativity and curiosity all while getting them excited about science.

Bringing Science to Life: Creative and Immersive Experiences

Creating more captivating learning experiences will make your science class more interesting and enjoyable. You can do this by incorporating technology. Here are a few ideas.

Virtual Lab Simulations

Virtual Lab simulations that offer interactive experiments allow students to explore science concepts digitally. Websites such as Labster, Gizmos, and LabXchange, allow students to interact with lab materials in a virtual lab without the constraints of physical equipment they may not have access to in the classroom. For example, students can learn how to fly an airplane through a computer simulation. These simulations can help to enhance a student's learning experience.

Augmented Reality

AR technology can enhance student learning by providing them with an immersive learning experience. What augmented reality apps do is enhance real-world objects by adding an interactive layer to what you are already seeing. For example, science teachers can use an AR app like Brainapse to explore human anatomy or use an AR app like Plant ID to help identify plants. This can help improve student's learning experience and understanding of complex concepts by applying knowledge to a real-world experience.

Science-Related Podcasts

Podcasts are increasingly popular among older students mostly because they provide a hands-free way to listen, so students can multitask. Since podcasts are easily accessible and offer a diverse range of topics, you can have students listen to podcasts that explore a wide range of science topics. Some engaging podcasts that may resonate with older students are, "Science for the People" by Desiree Schell, "Brains On!" by American Public Media, and "Science Vs" by Wendy Zukerman.

3D Printing

3D printing technology enhances hands-on learning and can help students better understand abstract ideas. It offers an innovative way to engage students in a variety of science topics. Whether it's exploring a multi-layer cell, building a DNA model, or constructing a geological formation, 3D printing is a great way to boost students' understanding and learning.

Virtual Guest Lectures

Arrange video conferences with experts in the field of science. This will help students gain insight with professionals in specific scientific fields. For example, Skype a Scientist is a popular platform that connects you with thousands of scientists from across the globe. This allows students to have a virtual Q and A session and get their answers straight from an expert.

Getting older students excited about science class can be achieved with a little forethought. By incorporating innovative, hands-on experiences that are both relevant and engaging, you will captivate learners and foster a lifelong love for science. Connecting science to current events and potential careers and utilizing technology will help sustain student interest and equip students with the knowledge and skills they need for the future.

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Getting Older Students Excited About Science Class - TeachHUB

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Have some of your older students lost their passion for science? Explore a few key areas to help your students get excited about science class again.

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The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.

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READ: Why Focus on Science and Engineering Practices- and not "Inquiry?"

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READ: Why Focus on Science and Engineering Practices- and not "Inquiry?"

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LISTEN: Teaching Science in 3D Podcast- Choose from the 5 Episodes

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LISTEN: Teaching Science in 3D Podcast- Choose from the 5 Episodes

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helping you cut through the confusion and meet the intent of the NGSS so you can master all three dimensions

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PERUSE: Dig More into SEPs, DCIs, and CCCs

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PERUSE: Dig More into SEPs, DCIs, and CCCs

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Disciplinary Core Ideas: linked above

Cross cutting concepts: https://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf

Science and Engineering Practices: https://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf

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PERUSE: Explore HS Open Sci Ed Units (Open Educational Resource)

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PERUSE: Explore HS Open Sci Ed Units (Open Educational Resource)