The goal of this website is to kindle candid conversations about race, gender, sexuality and other social justice issues in a science classroom.

Looking through a macroscope is to broaden the lens with which we view to see it in its full context. The shift from traditional science education to Next Generation Science Standards (NGSS) has challenged educators to interweave previously-siloed subject matter (DCIs) with recurring interdisciplinary themes (CCCs), and active engagement in science and engineering practices (SEPs). While a significant improvement over previous static standards, I am challenging all educators to add one additional layer: social justice. 

The goal of this website is to kindle candid conversations about race, gender, sexuality and other social justice issues in a science classroom. Many science teachers are committed to promoting a more just and equitable future in their  classroom, school, community and society. While easy to incorporate into a humanities of social science setting, issues of social justice can feel far removed from the standard, sterile science curriculum of the past. With a greater emphasis on inquiry and discovery, NGSS lends itself to both to culturally-relevant instruction and revolutionary curriculum. The phenomenon-based model of science instruction is meant to provide context for scientific principles and practices. This website provides a database of phenomena that can anchor science curriculum in meaningful issues of equity. 

The phenomena described here can be adapted to various subject matters and grade-levels. Some topics may provide a rich phenomenon that can anchor a whole unit, while others may be woven into just one lesson. They are not a full curriculum but rather a jumping-off point that can be used to drive sustained inquiry and introduce students to the practice of grappling with complex and controversial issues.

Additional Resources: