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New Teacher  Curriculum Orientation New Teacher  Curriculum Orientation

New Teacher Curriculum Orientation - PowerPoint Presentation

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Uploaded On 2019-06-21

New Teacher Curriculum Orientation - PPT Presentation

Elementary Teachers Science 20152016 Science Units and Science Kits MCF GLCEs amp MSS Current curriculum created using MCF 2004 GLCEs are beinghave been infused came out in 2009 State assessment in 4 ID: 759541

grade science kits units science grade units kits health student instruction curriculum buildings teachers unit knowledge standard assessment assessments instructional rental level

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Presentation Transcript

Slide1

New Teacher Curriculum Orientation

Elementary TeachersScience2015-2016

Slide2

Science Units and Science Kits

Slide3

MCF, GLCEs, & MSS

Current curriculum created using MCF (2004)

GLCEs are being/have been infused

(came out in 2009)

State assessment in 4

th

and 7

th

grade

MSS currently open for public comments

Will be presented to State Board of Ed on October 13th

Will request vote

SAC (Subject Area Curriculum) committee will then review/update science units as needed

MCF = Michigan Curriculum Framework

GLCEs = Grade Level Content Expectations

MSS = Michigan Science Standards

Slide4

SLCS

Science Units

Slide5

Kindergarten Science Units

PropertiesAnt Homes UndergroundTreesAnimal Defenses

Slide6

First Grade Science Units

Pebbles, Sand, and SiltWeatherSolids and LiquidsTree HomesLife Cycle of Butterflies

Slide7

Second Grade Science Units

Air and WeatherChangesBuzzing a HiveSoilMagnets

Slide8

Third Grade Science Units

Plant Growth and DevelopmentAnimal StudiesSoundFossilsFinding the Moon

Slide9

Fourth Grade Science Units

Land and WaterEcosystemsMotion and DesignEarth, Moon, and Sun

Slide10

Fifth Grade Science Units

Rock Cycle and Fossils

Electrical Circuits

Energy and Motion

Matter and Molecules

Convection Currents

(infused in other units)

Slide11

Two Types of Science Kits

Rental Kits – all equipment is returned!District Owned Kits (Stored in buildings)

Slide12

Third and Fourth Grade Rental Kits

We rent kits from ECA Educational Services

Rental kits rather than purchased kits due to live animals

Third Grade: Animal Studies

Fourth Grade: Ecosystems

ECA arranges a calendar including specific pick up/drop off dates (shared with several buildings)

Kits must be taught during the rental window

Any late or early pick up/drop offs incur additional fees that are the building’s responsibility

If there is a problem with the kit, contact ECA, not

Dayna

. (Call

Dayna

if ECA is unresponsive.)

Slide13

ECA Rental Kit Schedule

Slide14

Kits Stored at Buildings

Two of each kit per school

Shared with other grade level teachers

Stored in a common location-

check with your principal

Sign out/sign in sheet

Keep track of what needs to be refurbished- buildings re-order at the end of year

Slide15

Investigation Cautions

Be sure to plan ahead! Some investigations require significant set up by the teacher in advance. With good planning, some of this can be done by a CHEERS volunteer.

Some investigations require that experiments sit for several days (without observation). These are great Thursday/Friday plans.

Reduces conflict if you are sharing kits.

Can reduce number of days that science instruction is on hold.

Reduces class days that experiment needs to remain set up. (Some buildings have science rooms for these longer investigations. Check with principals.)

Slide16

Science Instruction

Science instruction should begin early in the school year.

Students usually need the change of pace science instruction offers as they adjust to being back in school.

Teachers who wait will not meet the semester deadlines.

Slide17

In what order do I teach the science units?

Teachers/buildings usually determine the order of the units, not CITA.

Most buildings have a schedule in place already.

Sometimes all of the teachers do the same unit at the same time and carefully share materials. Other buildings prefer to rotate the kits. Check with your colleagues to see what practices are in place and how that affects your planning.

Slide18

Science Unit Tests

A set number of science unit assessments need to be completed by February 12

(Grades K-3) or January 28 (Grades 4 & 5).

The rest are to be completed by June 3

rd

.

(See assessment calendar)

SAC has created science unit assessments.

As soon as you finish the unit, give the unit assessment, & scan your students’ answer forms using the Pearson scanner. Follow Barb’s directions for storing the test, getting principal approval, and sending the documentation to CITA.

Slide19

Assessment Responsibility and Accountability:Maintaining Validity, Reliability and Confidentiality

District assessments are created by SAC committees (have financial and time costs)

All changes must go through CITA

Assessments are required and have deadlines

Assessments are secure documents

Cannot be sent home for

any

reason (including homebound)

Cannot be shared with non-instructional personnel

Cannot be removed from buildings

(essays may be graded at home)

Avoid guest teachers giving assessments

What to do in these circumstances: student teachers, parents wanting to review student’s assessment

Slide20

When is a student excused from the science assessment?

If a student missed the majority of the

instruction

(new to the district, ill, vacation, etc.)

If a student moves before the end of the science unit

If a student is absent the day of the test, he or she still

needs to make up the test

Slide21

Grading Science on Report Cards

Scored asExceeds standard (4)Meets standard (3)Approaching standard (2)Area of concern (1)The three categories: Constructing New Scientific Knowledge, Reflecting on Scientific Knowledge, and Using Science Knowledge

SCIENCE

Units of Study

Constructing New Scientific Knowledge

Reflecting on Scientific Knowledge

Using Science Knowledge

Animal Studies

Plant Growth and Development

Sound

Fossils

Finding the Moon

Slide22

Instructional Rubrics

4

Exceeds the Standard

After appropriate instruction, the student can

independently extend

(appropriate to his/her age) the application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality.

3

Meets the Standard Expectation

After appropriate instruction, the student

independently applies

instructional objectives/benchmarks and demonstrates an acceptable level of proficiency for the grade level. Products are usually average to above average.

2

Making Progress Toward the Standard

After appropriate instruction and

with assistance

, the student

can apply

instructional objectives/benchmarks and demonstrates a basic level of proficiency. The quality of products is uneven or minimally acceptable relative to the expectations.

1

Area of Concern

After appropriate instruction, the student demonstrates

only rudimentary or unsatisfactory

levels of understanding and

with assistance

has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or unacceptable.

0

No response: After appropriate instruction and with assistance, the student does not respond to the task or the student’s work is unscorable, i.e. illegible or off task.

Slide23

SLCS

Health Curriculum

Slide24

Health Curriculum

Health ‘n’ Me curriculumBased on the National Health Education StandardsEndorsed by the Michigan Department of Education, Oakland Community Health and Oakland Schools.Extensive public review

Slide25

Health Curriculum

NOT reproductive health

Healthy Sexuality begins in 5

th

grade in addition to the health curriculum

Talk to others in your building regarding when to address these units.

Slide26

Health Curriculum Topics

Grade LevelTopics (not all are listed)KindergartenIt’s Fun to Be Well, Learning About Feelings, Safe From Poisons, Stopping Tooth Decay, Preventing the Spread of Germs, Health HelpersGrade 1Lots of Feelings, Awareness of Our Senses, Your Nose Knows, Fire Safety, Keeping Ourselves WellGrade 2*Nutritious Food to Keep Us Well, Safe Walking and Biking, Safe Use of Medicines, Eye SafetyGrade 3**Choosing Healthy Habits, Body in Balance, Safety at HomeGrade 4Accepting Others, Avoiding DangerGrade 5***Decision Making, Pollution in the Environment, Stress and Relief, Learning to Resist Peer Pressure

*Grade 2 – Personally Safe – Letter sent out to parents (Intranet)**Grade 3 – The Assertive “No” – Letter sent out to parents (Intranet)***Grade 5 – Healthy Sexuality is a separate entity from health. Teachers new to 5th grade will have training in the spring.

Slide27

Thinking Routine Overview: Headlines

Think of the big ideas and important themes from your learning (can be various sources).

Write a headline for this topic or issue that summarizes and captures a key aspect that you feel is significant and important.

Purpose is to reflect and synthesize as you identify the core of a learning experience.

Slide28

Thinking Routine: Headlines

Write a headline for the topic presented to you that captures an important aspect or core idea that we would want to remember. Putting your thumb on the pulse of the topic vs. catchy slogansCNN “News Feed” vs. “True” Headline

Slide29

Thinking Routine: Headlines

Read the article:

Never Say Anything a Kid Can Say

After you’ve read,

create a headline

that encapsulates the big idea of what you read.

Try to avoid catchy phrases or obvious statements (missing the point).

Slide30

Share Out

Get into groups

Share your headline and the “story” or thinking behind it.

(Why did you choose it? How did you come up with it?)

Attach your group’s headlines to chart paper (or rewrite them).

Elect a spokesperson to share the group’s headlines.

Slide31

Exit Ticket

The Staff Evaluation forms are required. Both sides must be filled out and all questions must be answered.

Please complete the Exit Ticket.

Reflect on both the math and science sessions.