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
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Slide1
New Teacher Curriculum Orientation
Elementary TeachersScience2015-2016
Slide2Science Units and Science Kits
Slide3MCF, 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
Slide4SLCS
Science Units
Slide5Kindergarten Science Units
PropertiesAnt Homes UndergroundTreesAnimal Defenses
Slide6First Grade Science Units
Pebbles, Sand, and SiltWeatherSolids and LiquidsTree HomesLife Cycle of Butterflies
Slide7Second Grade Science Units
Air and WeatherChangesBuzzing a HiveSoilMagnets
Slide8Third Grade Science Units
Plant Growth and DevelopmentAnimal StudiesSoundFossilsFinding the Moon
Slide9Fourth Grade Science Units
Land and WaterEcosystemsMotion and DesignEarth, Moon, and Sun
Slide10Fifth Grade Science Units
Rock Cycle and Fossils
Electrical Circuits
Energy and Motion
Matter and Molecules
Convection Currents
(infused in other units)
Slide11Two Types of Science Kits
Rental Kits – all equipment is returned!District Owned Kits (Stored in buildings)
Slide12Third 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.)
Slide13ECA Rental Kit Schedule
Slide14Kits 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
Slide15Investigation 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.)
Slide16Science 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.
Slide17In 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.
Slide18Science 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.
Slide19Assessment 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
Slide20When 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
Slide21Grading 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
Slide22Instructional 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.
Slide23SLCS
Health Curriculum
Slide24Health 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
Slide25Health 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.
Slide26Health 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.
Slide27Thinking 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.
Slide28Thinking 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
Slide29Thinking 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).
Slide30Share 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.
Slide31Exit 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.