Science education thrives when students see real-world applications that connect with their surroundings. One powerful tool that helps make science relevant and engaging is the use of "local phenomena" – natural or human-made events or occurences in students' own communities that are related to science principles. By focusing on what's familiar, we can foster curiosity, enhance understanding, and make learning truly memorable.

Why Use Local Phenomena in Science Education?

1. Increases Engagement and Relevance
Science often feels distant or abstract to students when presented solely through textbooks or unfamiliar examples. However, by linking lessons to phenomena in their lives, we can bridge this gap. Observing phenomena they already know or encounter daily, like local weather patterns, wildlife behavior, or agricultural development, makes science more relevant. When students see how science directly impacts their lives, they are more likely to engage, ask questions, and pursue knowledge.

2. Builds a Foundation for Inquiry-Based Learning
Using local phenomena taps into students’ natural curiosity. When they notice unusual events or patterns in their environment, it often leads to “why” and “how” questions, creating a perfect foundation for inquiry-based learning. For instance, noticing how leaves change color at different times in different parts of town might lead to investigations into the impact of temperature, sunlight, and tree species on the process of photosynthesis. With local phenomena, students take ownership of their learning as they seek answers to questions that genuinely interest them.

3. Encourages Systems Thinking
Many scientific concepts are interconnected, forming complex systems. Local phenomena often illustrate these connections naturally, as they occur within systems students can observe firsthand. Teaching about water cycles through the context of a local river, for example, enables students to understand not only the cycle itself but also its impact on local wildlife, soil, and human communities. This systems thinking approach deepens comprehension and teaches students to view scientific concepts as part of an interconnected web instead of isolated facts.

4. Fosters Environmental Awareness and Stewardship
Learning about science through local phenomena can foster a sense of responsibility toward the environment. When students study the impact of pollution on a nearby lake or observe erosion along a local road, they not only learn scientific concepts but also develop empathy for their surroundings. This awareness can inspire students to consider how their actions affect the environment and lead them to become stewards of their community.

Practical Strategies for Using Local Phenomena in Science Teaching

1. Start with Community Observations
Begin by encouraging students to observe their surroundings and identify things that pique their curiosity. For example, a local pond may have recurring algae blooms, or the temperature in their town might change noticeably from one neighborhood to another. Students could take photos, jot down observations, and bring them back to class, where these curiosities can serve as the starting points for scientific exploration.

2. Utilize Citizen Science Projects
Many communities offer citizen science programs where students can contribute real data to local or national studies. Programs like bird counts, air quality monitoring, or even invasive species tracking can engage students in local issues while teaching them the fundamentals of data collection, scientific observation, and analysis. This hands-on experience empowers students to understand how scientific research contributes to community well-being. Check out this Wakelet for a collection of citizen science projects.

3. Collaborate with Local Experts
Partnering with local scientists, environmental organizations, or government agencies can provide valuable insights and expertise. Local biologists, meteorologists, conservationists, or engineers can visit classrooms, lead field trips, or offer virtual sessions that help students connect classroom learning with real-world applications. Their personal stories and knowledge about local phenomena add depth and authenticity to the learning experience. Additionally, I recommend reaching out to local colleges, such as St. Bonaventure and Alfred, to invite professors and college students in to share what excites them about their research. The University at Buffalo also has an entire day dedicated to students exploring STEM options for college and careers. Click here to learn more about UB's Science Exploration Day.

4. Design Phenomena-Based Units
Construct science units around specific, local phenomena. For example, if students live near an area prone to flooding, a unit on weathering and erosion could cover topography, weather patterns, soil science, hydrodynamics, climate change, and decision making in society. Using a familiar event as the focal point helps students relate complex scientific concepts to real events they've experienced or observed.

5. Integrate Across Disciplines
Science can be linked to other subjects through local phenomena. For instance, while studying a nearby river, students could explore its significance in local history, learn about conservation policies in social studies, or even write reflective essays in English about its role in the community. Integrating multiple disciplines provides a holistic view, reinforcing the importance of the phenomenon across contexts and giving students a richer, more comprehensive learning experience.

Incorporating local phenomena into science teaching is a powerful way to make learning meaningful, memorable, and engaging. By starting with what’s familiar, students gain a deeper understanding of scientific concepts and see their relevance to daily life. As students become active learners, observers, and even researchers in their communities, they learn science in ways that traditional instruction might never accomplish. Ultimately, teaching through local phenomena can transform students from passive receivers of information into curious, committed learners and informed citizens, prepared to engage with and care for the world around them.

By: Kelli Grabowski, STEM Coordinator

Over the course of two professional development days, 57 educators from the CA BOCES region came together in 2 cohorts to enhance their literacy instruction after completing the SUNY New Paltz Science of Reading Micro Credential. The meeting focused on the first two modules of the program: Phonemic Awareness and Phonics. This collaborative effort exemplifies a commitment to improving literacy outcomes for students across diverse classrooms.
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The session kicked off with educators reflecting and sharing their experiences and insights gained from teaching students. Participants dove into the critical role of phonemic awareness-the ability to recognize and manipulate sounds in spoken words and phonics-a method of teaching the relationship between letters and sounds. These foundational skills are essential for reading development. Teachers engaged in discussions about effective strategies to cultivate this learning within their classrooms. By reflecting on their current practices, educators identified areas for growth and ways to enhance their phonics instruction through conversations with their peers.

In addition to sharing best practices, the teachers reviewed the first two New York State (NYS) released literacy briefs, which offer valuable insights into effective reading instruction. This resource served as a springboard for discussions about aligning their teaching methods with state standards and evidence-based practices.

As the day concluded, it was clear that the collaboration sparked a renewed enthusiasm for teaching literacy. Educators left inspired and ready to continue their significant impact on their students’ reading skills. This initiative not only highlights the importance of ongoing professional development but also illustrates the power of collaboration among educators striving for excellence in literacy instruction.

If you are interested in participating in a SUNY New Paltz Micro Credential cohort through CA BOCES. Please contact me at [email protected]
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By: Janelle Freer, Coordinator for Curriculum and Professional Development

On October 17th and 18th over 450 kindergarten through 3rd grade students from Allegany-Limestone, Bolivar Richburg, Fillmore, Olean, and Portville school districts attended performances of the musical “A Year with Frog & Toad,” presented by the Palmer Opera House in Cuba, NY.
The musical, written by brothers Robert (music) and Willie (book and lyrics) Reale, is an adaptation of the popular easy reader “Frog and Toad” children's book series, written and illustrated by Arnold Lobel. Set over the course of one year, the musical follows the woodland adventures of two amphibious friends, a worrywart toad and a perky frog, along with their assorted colorful hopping, crawling, and flying companions.
Students had an immersive theatre experience as they played “Marco-Polo” to help Toad locate Frog across the pond, listened to a scary story during a thunderstorm, were dusted with snow during a runaway toboggan run, and cheered on Snail as he attempted to deliver a letter from Frog to Toad throughout the performance. During intermission, members of the ensemble taught students “The Cookie Dance,” and the Palmer Opera House also distributed goodie bags of friendship bracelets, bookmarks, and autographs from each of the character actors to every student who attended.

In preparation for the musical, participating teachers were offered pre-lesson activities on theatre etiquette, comparing literature adaptations across art forms, and designing and illustrating a "What Happens Next" story book to continue the adventures of the “Frog and Toad” characters. They were also provided with a post lesson opportunity for their students to compose a letter or drawing that could be sent as “snail mail” to their favorite character. All offerings focused on Arts integration within the classroom curriculum, connecting New York State Next Generation English Language Arts Standards with Learning Standards for the Arts in Visual Arts and Theater.
The Palmer Opera House and Cattaraugus-Allegany BOCES were recognized by the Theatre Association of New York State with an award for Outstanding Achievement in Theater Education for their “efforts in creating a foundation for children in the area to build a lasting partnership with the performing arts.”
By: Sean Conklin, Coordinator for Arts Integration and Extracurricular Events

History came to life and stories jumped off the page as districts took advantage of our 403 Arts in Education CoSer to start their 2024-2025 school year.
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On September 23rd and 24th nearly five-hundred 4th and 7th grade students from Belfast, Bolivar Richburg, Fillmore, Franklinville, Friendship, Hinsdale, Pioneer, Scio and West Valley school districts traveled to the Erie Canalway National Heritage Corridor to visit part of the “Flight of Five” locks.

History came to life and stories jumped off the page as districts took advantage of our 403 Arts in Education CoSer to start their 2024-2025 school year.

On September 23rd and 24th nearly five-hundred 4th and 7th grade students from Belfast, Bolivar Richburg, Fillmore, Franklinville, Friendship, Hinsdale, Pioneer, Scio and West Valley school districts traveled to the Erie Canalway National Heritage Corridor to visit part of the “Flight of Five” locks.

By: Sean Conklin, Coordinator for Arts Integration and Extra Curricular Events

We ask for, and often receive, suggestions from our teachers and administrators for new products to add to our warehouse. While we try to keep our ear to the ground as far as new products that have a wide appeal and are something we can actually kit, there are lots of things out there that we just don’t know about. Sphero RVR+ is a great example of this.

We have quite a few items in our warehouse made by Sphero, but most of it seemed to be for our younger elementary students and their teachers. One area teacher reached out about Sphero RVR+ and we are pleased to now have these items on our shelves. Here’s a bit about Sphero RVR+ and how these robots can be incorporated into your classrooms.

All told, there 2 classroom sets for booking. Each set has six Sphero RVR+ programable robots, accessories, and an accompanying Educator Guide. The Educator Guide is in-depth and has CSDF standards aligned lessons. The robots are drivable right out of the box, packed with a diverse suite of sensors, and built for customization. RVR+ is expandable and made for novice to advanced learners in middle and high school.

Here's a bit more from the Sphero website:

​ENGAGE THE ENTIRE CLASS:
Support your learners with 6 RVR+ robots, accessories, and Educator Guides. 1 RVR+ engages 1-2 students, making it ideal for pair programming and collaboration.

​TEACH WITH CONFIDENCE:
The RVR+ Educator Guide contains tips for a successful cross-curricular rollout of RVR+ in your classroom as well as standards-aligned guided lessons and activities.

ENDLESS CLASSROOM POSSIBILITIES:
The free Sphero Edu app contains hundreds of activities to teach coding and computer science with RVR+, and advanced programmers can level up with Python using compatible 3rd-party hardware.

At this point, we only have 2 class sets on the shelves. If demand is high, we will certainly add more. Check them out and see if this might meet your teacher/student needs!

​By: Alexandra Freer, Coordinator for Media Resources

Students in seventh grade at Franklinville Central School District started their argument unit a bit differently this year. I have found that students struggle to understand the components of argument writing and how to connect them to their own lives. As such, I decided to begin my unit with a mini project that connects to pop culture. I used YouTube videos by a YouTuber named MatPat. He has a series called “Food Theory,” and while not all of his videos are useful for this purpose or appropriate for school, many are. They are funny and students are interested in his topics. We viewed and analyzed the parts of three different videos, highlighting the parts of the argument and how he used different tools to present his argument. Then, students, in small groups, were tasked with making their own argument videos.

They did not have to do a Food Theory style video, but many did do food topics. Students choose topics ranging from whether aliens exist to is bottled water worth the price. They were guided through the process using the same analysis tools we used to look at his videos. While there were things that I will tweak in coming years, this introduction to the unit was a smash hit that really improved students’ understanding of the process for evaluating and developing arguments.
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By:  Anne Mitchell, Coordinator for Curriculum and Professional Development