2. Determine where and how to obtain assistance in
implementing curriculum
Learn about informal science programs
•Presentation Objectives
Familiarize participants with science curriculum
format (teacher guide, SDAB, material kits)
Utilize assessment data to inform instruction
Goal 1
Goal 2
Goal 3
Goal 4
Ice Breaker—Turn and Talk to your neighbor: briefly describe the best science experience you remember from when you attended elementary school.
Ask a few (3-5) to volunteer to share what their neighbor shared with them.
On a scale of 1-3 with a 1 being the highest, how comfortable are you teaching science? Hold up the number of fingers that shows your comfort level. Ok, after today, I hope you are at least a bit more comfortable.
Go over the Preparing for the First Day and First Weeks for Science Instruction handout.
Go over the current curriculum update sheet. Explain this is the suggested order for teaching the units. This may be affected by the school schedule and availability of grade level materials. Some grade levels share and rotate kits which may affect when each unit is taught. They should consult the other teachers in their grade level.
SDAB- means Student Data Answer Books
On a scale of 1-3 rate your excitement/interest in teaching Science.
https://www.polleverywhere.com/multiple_choice_polls/Omj5DA437SiSnMP
What concerns/worries you the most about teaching Science?
https://www.polleverywhere.com/free_text_polls/ZV4KrGT1P1kIXoR
Share.
The Planning Matrix is a snapshot of what units should be taught and which quarter it is suggested each unit be taught. Also included is an approximate number of days needed to teach each unit listed.
Teachers sharing kits will need to find a way to coordinate materials within their grade level.
The planning matrix maps out the Elementary Science Units with Social Studies, Math, Health, and ELA to show opportunities for content and skills integration. It is set up by quarter, and can be found on the BCPS Intranet. Teachers sharing kits will need to find a way to coordinate materials within their grade level.
A sample lesson (TG and SDAB) is provided in the packet. Go over the parts in TG and in SDAB. Point out the ELL and students requiring additional support modifications. Explain the layout of the lesson, including lesson objective, alignment to MSC. Explain that although MSDE has adopted the Next Generation Science Standards, there is not yet a state test that assesses those standards. Until we are informed otherwise, the state is still administering the Science MSA in Grade 5, so the units are still technically in alignment. We are in the process of curriculum revision and realignment, but changes at the classroom level are still several years away.
Point out assessment as an important part of instruction. This is particularly important as it pertains to assessing prior knowledge. The Pre-assessment is located in the front of the Student Data and Answer Book. The time allocated for science is short. There is no need to teach students something they already know. The Post assessment can be found on-line along with answer key.
Discuss 5E model- The 5E model is used to guide instruction in all STEM Units. The units include a unit Engagement Scenario to describe the culminating event and the knowledge students will learn to be able to complete the culminating event. Individual activities include an Engagement, and an Exploration/Explanation pair to provide knowledge. The activity may include an Extension/Elaboration activity to allow students to apply knowledge to a real-world situation, or the Extension/Elaboration may be the culminating event. Teacher and student Evaluation (formative) occurs throughout the activity. The culminating event (Extension/Elaboration), in addition to an End of Unit Assessment provide summative evaluation information. Call attention to the copy of SDAB that corresponds to TG in their packet. Explain that these are ordered by the school from Print and Copy Services and should be in their building in time to teach each unit. Teachers should check with their grade level to determine timing of each unit and make sure that all materials are available prior to beginning teaching. The SDAB’s are consumable materials. Each student should have one, and students should write responses in the book. Teachers needing additional copies should check with other teachers, inform their administrator. Files may also be downloaded and printed from the BCPS Intranet.
Point out differentiations and lesson prep. It is very important that teachers read the lesson prep well in advance of conducting the lesson. Some lessons requiring a few days prep to work or require that perishable materials be ordered. Teachers should also check the materials list for each Activity, and verify that those materials are available in the kit. This is especially important for teachers sharing kits with others on their grade level. Point out advance lesson prep at the end of the TG for the next activity.
Preparation extends the next lesson. Materials are provided. Discuss live links to Safari and additional technology resources (Brain Pop, NBC Learning, Tumble Books). Discuss material kits-show kit so they know what to look for, Consumable vs. Non-Consumable and ordering. (Under office of science- other resources there is a link). Teachers needing additional materials should discuss this with grade level teachers (materials may have been ordered) and with school administrators. Teachers should not order materials without prior permission from administrators.
Click image to go to Intranet. This site can be accessed from home. Show curricular resources particular to grade level. Include power points that go over unit. Be sure to open up an SDAB for at least one unit. Discuss short cycle assessments and pre/post unit assessments. Teachers should take the pre-assessment to familiarize themselves with unit expectations. Let them know that instructions for accessing this information is included in the packet. Since curriculum materials are available on the Intranet, we are not providing hard copies of the curriculum guides. If anyone in the room does not yet have BCPS Outlook access, take their name and school, and a CD copy will be sent to them.
The BCPS Elementary Science Wiki is a website that provides current information about the Elementary Science Curriculum, ancillary resources, a place to collaborate with other teachers on your grade level, and STEM Fair information. Directions for access to the BCPS Elementary Science Wiki are included in your packet.
Click image to go to Internet. Parent trifolds. Do not discuss AIM. Do not discuss ISN’s.
Discuss the informal science programs as they pertain to the grade level. We just purchased a new planetarium system that is fully digital and has a walk in entrance. StarLab visits about once every 2 ½ years, and provide instruction for every student in the school, grades PreK-5. Outdoor education provides optional field trip experiences at several sites around the county for all grades, and the Grade 5 Eco-Trekkers trip that is tied to the Eco-Trekkers unit.
Discuss STEM Fair Coordinators (make sure they understand that they are a resource for teachers in their building and to find out from their administrator who is their school’s coordinator) and then click image to access Contact Site. Primary contacts are Eric Cromwell, Connie Flowers, Andy Gaylor, Michele Ihle. Kari Curtis and Tim Kent are StarLab resource teachers. Joe Davis is the contact for Outdoor Education. Explain that the Office of Science is also a resource and available to assist them with questions or concerns about the science curriculum and science content in general.
