Please help ASJUSD understand more about science teaching and learning in the K-8 schools! We are seeking your input on how you teach science now, how you would like to teach science in the future, and what you need to develop a great science classroom. As the district moves toward implementation of the Next Generation Science Standards, your professional opinions and expertise will help shape the best possible science learning opportunities for students. About You
Tell us a bit about yourself and your science teaching experience.
What topics, themes or units do you teach? List as many as you wish. (open response) What resources do you use in developing science units for your class? (open response) In what grade level(s) do you teach science? * Required. Choose as many grades as you work with in science. Check all that apply.
Checkboxes:Preschool/Kindergarten/1/2/3/4/5/6/7/8/Other:
What field trips, outside speakers, or other extended resources do you use? (open response) What subjects do you currently integrate with science? Check all that apply.
Checkboxes: Mathematics/Language Arts/Social Studies/ELD/Arts/Music/PE/ Technology/Other:
What do you need?
Think ahead to where you’d like to go with science teaching and learning.
Looking forward, what subjects would you like integrate with science? Check all that apply. Checkboxes: Mathematics/Language Arts/Social Studies/ELD/Arts/Music/PE/ Technology/Other:
What do you know about the Next Generation Science Standards? Mark only one oval. Checkboxes: Never heard of them/I’ve heard of them, but haven’t seen them/I know about them but haven’t used them to design lessons or units/I feel familiar with them and have started using them to design instruction/Other:
What support do you need to align your instruction with the Next Generation Science Standards? Choose as many as you want! Check all that apply.
Checkboxes: Formal training on the standards/More information in the content areas I need to teach/Online (self-paced) training/Collaboration time to develop
curriculum/Internet resources to do my own professional development/A library or resource center/Aligned curriculum package/Teacher-produced units to share/Nothing, I’m all ready to implement/Other:
What other resources do you need for teaching science? Choose as many as you wish you had. Check all that apply.
Checkboxes: New/different curriculum/New/different tools/Nonfiction literature in the classroom/Nonfiction literature in the library/Field trip funds/Science
equipment/Coaching in science teaching strategies/Professional development/Schedule changes/Other:
Science in Your Classroom
To what extent do you use experiential inquiry in your science teaching? Mark only one oval.
(Likert scale)
From 1: Entirely text- based direct instruction To 10: Entirely experiential inquiry based –
How confident do you feel about facilitating science conversations in your class? Mark only one oval. (Likert scale)
From 1: Not so confident To 10: Extremely confident
How confident do you feel about designing inquiry science lessons? Mark only one oval. (Likert
scale)
From 1: Not confident; not sure how to design inquiry science lessons To 10: 100% certain I can design inquiry science lessons
How confident do you feel about integrating literacy (ELA) into science lessons? Mark only one oval. (Likert scale)
From 1: Not so confident To 10: Extremely confident
How confident do you feel about integrating art into science lessons? Mark only one oval. (Likert
scale)
From 1: Not so confident To 10: Extremely confident
How confident do you feel about integrating math into science lessons? Mark only one oval.
(Likert scale)
From 1: Not so confident To 10: Extremely confident Your Students and Science
What have you observed about how your students learn science?
To what extent are your students able to explain what they learn from a science experience? This is your subjective opinion based on observations in your classroom. Mark only one oval.
(Likert scale)
From 1: Students do not generate original explanations
To 10: Students routinely generate explanations grounded in their experience To what extent are your students able to interpret mathematical data to draw conclusions in science? This is your subjective opinion based on observations in your classroom. Mark only one oval. (Likert scale)
From 1: Students do not analyze data to draw conclusions
To 10: Students fluently examine, analyze, and discuss numerical data in science. To what extent are your students able to base conclusions on evidence in science? This is your subjective opinion based on observations in your classroom. Mark only one oval. (Likert scale)
From 1: Students do not use evidence, or can’t state conclusions
Do you see any obstacles to your students’ learning science? (open response) Any other thoughts about how your students learn science? (open response) School Garden and/or Habitat Study Area
What do you think about the school garden for teaching and learning science? (open response) What would it be like to have an onsite or adjacent wetland habitat for students to study? (open
response)
How do you use the school garden in teaching science (if you do)? (open response)
How often do you use the school garden as part of your science curriculum? Mark only one oval.
Checkboxes: Never/A few times a year/At least once a month/At least once a week/Often during a particular unit, but not otherwise/Other:
If you could design the perfect school garden, what would it be like? (open response) What would make the school garden more useful to you for teaching science? (open response) Would you use a local or on site wetland or riparian (creek) restoration project to teach science? This would be a native plant/wildlife area near school or on school grounds. Mark only one oval.
(Likert scale)
From 1: I wouldn’t be likely to use it. To 10: I would use it all the time!
What would be the ideal local or on site wetland or riparian restoration project for teaching science? Choose as many characteristics as you like, and/or add your own. Check all that apply.
Checkboxes: Small pond/Riparian (seasonal creekbed) adjacent to campus/Trail with interpretation/Micro park off site (public access)/Benches/Tables/Standing water/Damp soils and water-loving plants/Wildlife viewing station/Public (outdoor) art/On
campus/Off campus/Other:
Any other thoughts about a wetland/riparian habitat? Anything Else?