This quarter I’m teaching a K-8 Science Methods course. My college students are currently in practicum placements where they spend a couple of partial days a week in classrooms- so they are getting to see a bit of what “testing season” is like in Washington State public schools.

Last week we were having a discussion about the importance of elementary science instruction. My students have lots of strong opinions about this topic and these discussions typically include evidence from conversations and practices that the college students witness and experiences when out in elementary school systems.

The discussion turned to sharing stories about the dearth of K-5 science instruction that they observe. One of my college students shared a story from a 5th grade classroom. She said, “The other day we were doing some practice testing and one of the 5th graders asked, ‘We aren’t taking a science test, right?’ The teacher responded, “Yes, we will have a science test.” The 5th grader shouted, “How can we take a science test when we haven’t learned any science all year?”

And that’s it. That’s the post. The elephant in the room is clearly visible to everyone…most importantly the students. They are aware of the lack of science time.

I wonder what it would take to create a future where- as spring approaches- our 5th graders might ask, “Do we finally get to take our science test this year? I can’t wait to show what I’ve been learning the last six years.”

I know that time is always brought up as an issue. But we as school systems are the ones who budget that time. Therefore we could change it.

What are some procedures and policies that you know of in school districts that have led to increased time for science instruction (and social studies and the arts) in K-5? I feel like I need to hear some stories of success.