Prepared by:  Shannon Dadlez, Ph.D. 
Riverside USD Staff Development Specialist, Science 

Investing in science professional development boosts teacher confidence, which leads to devoting more instructional time to science, thereby increasing student engagement and attendance.

“Teacher! Look at THIS!” Tiny hands shot up, pointing excitedly at a curious creature inching along an orange tree branch.
 “It’s poop!” shouted one kindergartener.
 “No—it’s a caterpillar,” another countered, eyes wide with wonder.

After a flurry of photo-taking and investigative excitement, the class returned inside. Through discussion, photos, and comparison, the students concluded that the mystery creature wasn’t a bird dropping—it was the larvae of a Giant Swallowtail Butterfly.

This real-life moment from a Riverside Unified School District classroom captures the goal and spirit of Next Generation Science Standards (NGSS): giving students the tools and time to explore, question, and make sense of the world around them.

Before 2015, science instruction in Riverside elementary classrooms averaged a mere eighteen minutes per week, usually consisting of textbook reading and question-answering. But, that year, Riverside Unified became one of California’s early adopters of the Next Generation Science Standards through a grant-funded initiative called the Science Renaissance Project. The district selected two teachers from each of its thirty elementary schools—over seventy in total—to undergo intensive, multi-year professional development in NGSS content, student-centered instruction, and science discourse strategies. Teachers learned science content from the University of California, Riverside (UCR), Riverside City College (RCC), and Chaffey College professors, and teachers learned about their grade level NGSS standards from Dr. Maria Simani. 

In 2025, Riverside Unified teachers adopted an NGSS-designed curriculum, Full Option Science System (FOSS) Pathways, for all TK-5 classes. While some adoption committee members had been in the Science Renaissance Grant, most were new to NGSS. The adoption committee attended intensive training at the San Francisco Exploratorium to learn about student sense-making. During additional meetings, participants focused on improving student-centered instruction; delivering NGSS content; and increasing student discourse. 

After the curriculum adoption, all TK-5th grade teachers attended three non-consecutive training sessions. The fall professional development examined NGSS shifts and the importance of student sense-making through hands-on investigations. Teachers experienced adult-level investigations for the first half of the day and then broke out by grade level rooms to meet with the curriculum publishers and experience their first science module. Riverside Union School District (RUSD) provided materials, copies, booklets, investigation guides, and pacing support to the teachers. 

The winter professional development day highlighted the critical role of student discussions in the learning process. Teachers engaged with phenomena at an adult level, utilizing the Science Talk Moves protocols to facilitate meaningful sense-making. Following this, they gathered in grade-level groups to collaborate with curriculum publishers and explore their second science module. Given the new performance standards and curriculum changes, educators were encouraged to implement two out of the three science modules during that initial year of rollout.

In the spring, professional development sessions combined science with English Language Arts (ELA) and writing, introducing educators to the living organisms pertinent to their grade levels. The outcomes have been remarkable.

Classrooms have shifted from passive textbook-based activities to dynamic investigations. Teachers transitioned from approximately eighteen minutes a week dedicated to investigations to nearly 100 minutes. Some Dual Language Immersion (DLI) sites even began incorporating science into their Designated English Language Development (ELD) time. Educators reported high levels of student engagement, with discussions integrating scientific and academic vocabulary, which especially benefited their Multilingual Learners. A Special Education teacher expressed, “Science is the only time in the entire day that ALL my kids feel successful.” Meanwhile, a kindergarten teacher noted that nature walks around the school campus led students to discuss tree parts and observe insects during recess.

Teachers also observed that science instruction was positively influencing other subject areas. Students demonstrated enhanced non-fiction reading skills; produced more detailed evidence-based writing; exhibited stronger data analysis in math; and showed improved collaboration during discussions. One educator remarked, “Making observations and drawing conclusions has greatly improved my students’ problem-solving skills.”

Teachers have reported noticeable improvements in engagement, discussion, and writing within science classes. Interestingly, 40% of teachers reported that attendance improved on days when science was taught first thing in the morning, revealing students’ eagerness to engage. 

In Riverside Unified School District, students are actively immersing themselves in the world of science, embracing their curiosity and evolving into budding scientists, taking note of all the magic that surrounds them.

Without a doubt, this case study underscores the many benefits of increased science education in elementary classrooms.

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