As I spend the summer building curriculum for my 8th Grade Physical Science class, 8th Grade Robotics program and now 6th Grade Earth Sciences class, I’m keeping these couple of sentences in the front of my head…

June 6, 2011 | Letters | Chemical & Engineering News: “I think the problem is that most science teachers don’t really try to promote scientific literacy. Their primary goal, which is quite different, is to prepare the student for a career in their science. “

Head over and read the entire comment, it really is worth your time and few seconds of pondering.

So where to start?

The 8th Grade Physical Science class (aka GriffinScience) is an always-evolving work of love for me. I first started teaching the course while at Hammond School in Columbia, SC and actually created a class blog in 2003 to augment the class. Little did I realize that blog idea would go on to dominate the flavor of the class as it has evolved over the years. Now at Spartanburg Day, I feel like I can finally go out on leaps (like having a “post-grades classroom“) given that I’m fairly comfortable with the ebb and flow of the course. However, every year brings a different set of learners with individual interests and needs, and I can’t wait to see where we go since the class will be have a much stronger problem-based learning “structure”.

The Robotics program is coming into its own identity this year with an entirely new space we’re calling the Robotics and Design (RAD) Lab. The class will be a full year long program, but I want the feel of the experience to be more akin to a working studio… so, students will see me working on something they can chip in and help with or they can follow their own pursuits or interests on collaborative or solo builds and research. Of course, we’ll be studying programming languages, the history and future of robotics, implications for society (reading Robopocalypse now… wow, great book) and design considerations to round out their literacies portfolios. I’m excited to see how the new space literally opens up this class/program.

Finally, I’ll also be taking on 6th Grade (Earth?) Science next year for the first time. Traditionally, the class has been something of a combination of Geology, Weather, Tectonics, Forces and Astronomy (or something like that). It’s a very amorphous course. I’m thinking of taking the problem-based learning model and applying it in a appropriate way to this class and have us participate with something like the Public Laboratory or a similar group. With the stress on mapping, weather, mechanics and long-term involvement, it seems like this might be a good fit. I’m grateful to teach the course, but I also wonder if this group needs its own identity along the GriffinScience / GriffinRobotics (and now GriffinGlobe for 8th World Cultures) style of branding. GriffinExplorers? Little cheesy? Working on it. Hm.

Regardless, it’s going to be a busy but amazing year of studies. My main goal will be to promote scientific literacies in authentic and meaningful ways that both grab the students’ attention and interest and fosters their own creative voices and encourages them to dig deeper and feel as active participants.

We’ll see!