Her framework includes the following 5 elements, and I note how they’d work within science:
- Intellect: the disciplinary core ideas of science (DCIs) and ways of thinking of science (i.e., CCCs)
- Skills: the science and engineering practices (SEPs)
- Identity: connections to students’ interests and cultures, current events, and local contexts (some ideas in Appendix A of the WI Science Standards).
- Criticality: how is this science going to help change our community and the broader world?
- Joy: linking to the beauty and wonder of science, as well as the collaborative nature of it
Applying Dr. Muhammad’s framework:
This unit already effectively brings in the 3 dimensions of the WSS/NGSS = intellect and skills. Students develop a strong conceptual understanding of these topics and do science.
Identity: The lesson starts out with maple syrup and students watch a video of tapping a maple tree. Instead, classes could go out and actually tap trees to connect to their local environment and native understanding of ecosystems and science, specifically noting the cultural connections.
Criticality: Later in the unit, students grow plants hydroponically. They could connect this work to growing healthy food for the school cafeteria (and eating it!) and consider issues such as the impact of food deserts in communities and over-consumption of processed foods.
Joy: Students could take a walk in a local forest or other ecosystem to observe plant growth and decomposition. If the environment is a nearby local forest, they might do multiple measurements over time in the spring when plants are growing like crazy. A teacher could also add a group project related to local plants, food, decomposers, etc. that benefits a local food pantry.
There are so many possibilities for making our lessons better connect to the identity, joy, and critical perspectives of our students! The challenge, of course, is time. Like always, I’ll emphasize that it’s better to engage students deeply in their world than it is to cover more content. They will remember the ideas better and be able to better apply them to new situations. Their scientific literacy will also increase. If we want students to find joy in learning and be careful consumers of the (mis)information overload around them, some coverage must give way to more opportunities for locally-connected critical thinking.
Thank you for sharing Dr. Muhammad's framework with your reflections. This framework is consistent with my experience - especially with two particular units - a comprehensive water quality chemistry study of our local watershed and an ecological restoration project on our school grounds that involves both reestablishment of a riparian zone around a pond and creation of diverse pollinator habitat. For my students, working outside is synonymous with joy - without exception. The criticality is evident in the nature of the project and extends into discussions and the intellectual dimensions of the work. Many of my students excel at learning new scientific skills, like performing an alkalinity titration or properly harvesting and processing prairie plant seeds - and it builds their confidence. Interestingly, when they are engaged in these skills they are also focused and calm. Identity is the most challenging and what I find is that it requires an abundance of casual conversation in the field to get to know each student's unique identity. After this, particular aspects of the lesson are modified or enhanced to incorporate their cultural and ethnic perspectives - in our school this is primarily Menominee, Ojibwe and Hispanic (Mexico, Guatemala, El Salvador).
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