How to Get Involved
Consilience In Environmental Science Reading Club (HS)
This weekly reading club will explore questions and ideas that embrace the consilience ethos specifically as it relates to sustainability and the environment. Teachers and students are invited to read an excerpt from a scientific paper, book, or article, along with a short story that brings in a humanities perspective to the topic. Each week will bring new readings and questions about new environmental topics but the format will remain the same. Participants can expect to have clarification questions answered about the readings asynchronously throughout the week by the Consilience Coalition team of teachers, before being given a reading/thinking prompt for a touchstone synchronous discussion on Friday night. Whether you teach science, math, english, history, or art, you and your students are welcome to join and offer your unique perspective on the topic each week.
Each weekly packet of Consilience readings and reflection work are student-tested classroom materials that come from 9 years of experience as both a teacher in Montgomery NJ as well as the APES curriculum that can be found on the consilience coalition resource page under the STEMteacherNYC’s website. I have developed this sequence and integrated the readings and reflection work throughout the school year. My students derive the scientific ideas from evidence over the course of an entire unit – and I hope you will get the benefit of reading about it!
When: Six Weekly In-Person Meetings 7:30-8:30pm. Fridays May 8, 15, 22, 29, June 5, 12, 2020. Six Sundays readings and resources, starting Sunday May 3rd, plus asynchronous discussion.
Leader: Glen Stuart, APES Teacher Montgomery HS
FREE and OPEN TO ALL
EcoSTEM Working Group
Notes from Nov 16, 2019
“Many Paths, Many Sources, Independence, Collaboration”
Routes to Success:
+ Connections across & between grades and subjects
+ Rethinking space (rooftop reading garden; indoor hydroponics)
+ Student directed and managed PBL
+ Sample from multiple resources
+ Build interdisciplinary teacher teams
+ Engage students at the policy level
+ Get outside! Learn with your students!
+ Use design challenges
+ Leverage share CER in both science subjects and humanities
+ Link skills and study to potential careers
+ Teachers following their own interest/inspiration
+ Kids want to be around plants!
Challenges and Questions:
+ Doing all work on your own
+ Issues of PBL management
+ Help writing grants
+ Getting youth input
+ Support for teachers new to growing
+ Path is often a blank slate at school
+ Navigating resources, balancing with core curriculum and pedagogy
+ Students want to DO relevant work
+ Comprehensive list of EE books? (Design better resources on climate?)
+ What is the state of climate education in NYC?
+ How to help teachers implement?
+ How to learn from how materials are actually implemented?
+ What do you want or need to know from teachers?
+ How to help get materials into classrooms?
DEP climate materials
DCAS, free solar training
Goals for the Group:
+ Set up folder of all the resources mentioned – Pending
+ Use part of each meeting to support one lesson (“my fossil lab for paleo-climatology is still not NGSS compliant”)
+ Develop new material
+ Continue to share ways teachers learn and explore by themselves
+ Build out other non-stem connections, values, that support bridges across subjects
+ Develop and share projects aligned with units already in place
+ Support classroom teachers to be less afraid of messy hands-on projects
+ Align meeting themes to contexts, resources, or challenges (for example):
Greenhouse, rooftop or community garden collaboration?
Green team or no team?