“There is a long history of research dating back to the 1960s that clearly demonstrates how engaging parents in their children’s learning contributes significantly to the student’s academic success (Buxton & Provenzo, 2006, p. 352). In an attempt to promote scientific literacy throughout the district have been working to develop is a family science night. With the help of students, science teachers in the middle school will prepare science activities for the public. I know my students enjoy doing labs and activities and would gain a lot from leading their families through such activities. This sort of event would be a way to excite younger siblings about science and also help my students build confidence in their science skills.
I also have begun talking with 1st and 2nd grade teachers to develop a partnership between my middle school students and the elementary. I feel that my students could learn a lot from preparing presentations or hands on learning experiences for elementary students. I think this type of a program would build interest for the young children and provide my children a chance to share their expertise.
Our elementary schools devote most of their instructional time to math and reading. This is an obstacle we must overcome in the older grades as students’ science learning experiences are limited. We pushed for more non-fiction, science content books to be read in the younger grades to help combat this problem. More collaboration between teachers of different subjects would also help create an overarching theme of science literacy. The science literacy night and student to student mentor programs will hopefully spark the interest in science in all children in our district.

References:
Buxton, C. A., & Provenzo, E. F., Jr. (2007). Teaching science in elementary & middle school: A
cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.