k – 12 district science presentation monday, october 18, 2010
DESCRIPTION
K – 12 District Science Presentation Monday, October 18, 2010. Presenters: Pete Bruecken Tanya Gilmore Jocelyn Kite Connie Chitty Beth Waller Carol Osborne John Cain. Supported by: Barb Jacobsen Kevin Roling. K – 12 Science Action Plan. Bettendorf High School Science Department. - PowerPoint PPT PresentationTRANSCRIPT
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K – 12 District Science PresentationMonday, October 18, 2010
Presenters: Pete Bruecken Tanya Gilmore Jocelyn Kite Connie Chitty Beth Waller Carol Osborne John Cain
Supported by: Barb Jacobsen Kevin Roling
![Page 2: K – 12 District Science Presentation Monday, October 18, 2010](https://reader036.vdocuments.us/reader036/viewer/2022070422/56816455550346895dd622d5/html5/thumbnails/2.jpg)
GOAL Observable and measurable end result
ACTION STEPS Activities needed to achieve goal
RESOURCES Means or factors needed to accomplish each action step
RESPONSIBILITY
Who will complete each action step
TIMELINE
Projected time period for completion of each action step
EVIDENCE OF PROGRESS
Documentation of progress toward or completion of goal
(ELEMENTARY)Provide a guaranteed and viable curriculum that enhances student achievement
Complete time equitability study Complete vertical and horizontal curriculum spiral study Identify curriculum resources to support student achievement Provide professional development to fourth grade teachers related to STC/FOSS Kits
Daily schedules or survey of teachers to begin time study Instructional Planner Update current curriculum guide and necessary resources Professional Development for kit based instruction through the VAST Center
Science team subcommittee Administration Teachers Fourth Grade Teachers
End of the 2010-2011 school year
A standard will be established to allow a minimum number of minutes per week or a minimum amount of weeks per quarter available for the delivery of science instruction. Teachers will receive an updated spiral delineating units/ chapters/ lessons/kits to be delivered. All District fourth grade teachers will complete training and teach an eight week kit-based science unit.
(MIDDLE)Provide a guaranteed and viable curriculum that enhances student achievement
Further develop an understanding of the Instructional Planner tool Further develop Iowa Core Units Further develop Formative Assessments
Iowa Core Training & Professional Development Professional Development Time Technology Support
Teachers Curricular Area Teams Grade Level Teams Administration
End of the 2011 – 2012 school year
Individual Career Development Plans Instructional Planner Units Formative Assessments
(HIGH SCHOOL)Provide a guaranteed and viable curriculum that enhances student achievement
Further develop Iowa Core Units of study through utilizing the Instructional Planner tool
Inquiry Study
Work collaboratively with colleagues
In-service training for instructional planner
Collaboration time
Teachers
Administration
Technology staff
End of 2011 – 2012 school year
Attendance at in-service training.
Participation in collaborative meetings with minutes detailing progress
Iowa Core Units in progress and under development through the use of Instructional Planner
K – 12 Science Action Plan
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Bettendorf High School Science Department
Peter Bruecken, Paul Flynn, Barb Jacobsen, Jennifer Johnston, Katie
Kinsinger, Chris Like, Breelyn McMahon, Moira Truesdell, Scott
Wheat and Heather Wiley
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All courses highlight Structured Inquiry as a strategy• Students discover Concepts using “hands-
on” learning• Students use technology to develop
discovered concepts• Students apply concepts to new situations
using writing skills• Students get a wide choice of courses to
meet graduation requirements.
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Biology Students
observe cells in the
microscope and categorize
their structures
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ChemistryStudents observe
different colors of flame tests and identify
colors with the different metallic
electron structures.
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PhysicsStudents spin stoppers and
measure frequency
while controlling force and
radius
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TechnologyAll students implement technology with probe-ware, Data Analysis,
Authorship, Information Sources and
Presentations
0 0.5 1 1.5 2 2.50
0.51
1.52
2.53
3.54
f(x) = 1.52861739836822 x + 0.220127677177295
Force Vs Acceleration
Acceleration (m/s/s)
Forc
e (N
)
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CurriculumHistorically, curriculum was aligned
with McRel
National Standards and Benchmarks.
http://www.mcrel.org/standards-benchmarks/
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Iowa Core Curriculum
We are currently
moving to the “Guaranteed
Viable Curriculum” as stated in
the Iowa Core
http://www.iowa.gov/educate/
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Strong Focus on Lab Design
• Students learn in Labs that have large work spaces for “hands-on” activities• Students and teachers
employ presentation technology • Students have access to
computers and internet in all labs
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Cross-Curricular Activities: Writing To Learn
• We implement Writing To Learn strategies for Quadrant D activities
• Entire school initiative / data collection
• Example: Machiavelli and the Atomic Bomb
• Usually involves exit strategy or application
http://www.leadered.com/pdf/academic_excellence.pdf
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Examples of Everyday Activities
• Chemistry: Teachers use Kool-Aid to explore properties of solutions
• Physics: Students measure a motion of their choice using video technology
• Biology: Students use Electrophoresis to separate DNA
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Strong Planetarium Program
• Run age/content appropriate programs for elementary classes
• Run cross-curricular programs for social studies, language arts, etc.
• Run science programs for astronomy, biology and physics
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Strong AP ProgramWe offer…AP BiologyAP ChemistryAP Physics B
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Challenges
• Iowa Core: We are currently working on aligning the Iowa Core with BHS science curriculum.
• Instructional Planner: We need adequate time to implement this approach to align and improve previously developed units.
• Deep levels of inquiry within all courses.• Increase enrollment in AP Chemistry
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Bettendorf Middle School Science Department
• Sylvia Faust• Kevin Roling• Chad Uhde• Janelle Orange• Brad Cole• Tanya Gilmore• Nate Hernandez
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Strong Emphasis on Differentiation
6th grade: worm lab, acid precipitation
7th grade: cell project, crime scene investigation, graphing
8th grade: states of matter labs, element project, graphing
See example
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Strong Instructional Strategies
Note-taking tips - book & instructor
Peer tutoring, study groups
Community involvement
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Strong Instructional Strategies
Graphing in Excel Variety of activities
including Quadrant D activities
Lab Reports in Word 8th grade tech
assessments
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Iowa Core Implementation
Where we are now– all grade levels have copies of
expectations & have done gap analysis
Where we want to be– no gaps
Moving forward – Iowa Core alignment (ex. space
science in 6th grade curriculum)– Inquiry study
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Assessments (area of strength)
Formative Welcome tasks (sample) iGoogle docs (pretests) Quizzlet Constructive Response Tech Assessments (8th) Rubrics (sample) Checklists Peer assessment (sample)
Summative ITBS Unit quizzes Unit tests Post-tests Rubrics
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Professional Development
• Grade level & middle school science team meetings, as well as house meetings w/ other curricular areas
• Continuing education courses • Vertical articulation: student transitions • Administrative involvement• Attend technology & science conferences
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Supports for Students Academic hour, 9th hr., Saturday
school Work time: TA, study halls, & after
school Extended Learning Program Peer tutoring, study groups,
differentiated learning opportunities, Quadrant D activities
Online resources: Infinite Campus (K-12) school websites study guides
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Content ResourcesScience textbooks (new & old)
Internet (chem4kids, physics4kids)
Variety of lab experiments (logger pro – real time graphing)
iGoogle docs, Quizlet
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Bettendorf Elementary Science
Delivered by all or the majority of K – 5 Teachers
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Content
• Program– Macmillan/McGraw-Hill
Science (2005)• Standards-based content• Readable content with strong
visual connections and hands-on activities
– Life Science, Earth Science and Physical Science is taught at each grade level
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Iowa Core Implementation
Where we are now:– Iowa Core has been visited
Where we need to go:– alignment and articulation needs further analysis
to move towards implementation
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Instructional Strategies
• Kindergarten through 2nd Grade– K-2 have Big Books and literature connections that
teach content• Introduction of textbook with series at 2nd grade level
– Content is delivered through various strategies• Teacher-directed delivery of Big Book and textbook
literature• Hands-on Explore Activities that introduce lesson and
building inquiry skills• Activities that meet diverse learning styles and levels
– Written response, diagrams/drawings, differentiated activities and assessments
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Instructional Strategies• Third through Fifth Grade– Textbooks and literature connections are used to
deliver content through various strategies• Hands-on Explore Activities introduce lessons and build
inquiry skills• Activities that meet diverse learning styles and levels
– Written response, diagrams/drawings, differentiated activities and assessments
• Where we need to go:– Hands-on, Inquiry-Based Instruction– Implementation of STC/FOSS Science Kits
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Instructional Strategies
• Cross-Curricular Integration– Shared Reading/Literacy
• Non-Fiction and Fiction books used that make connections to content that build student understanding in science and literacy• Writing
– Complete written responses as well as research projects related to science curriculum
– Mathematics• Mini-lessons are included in units that develop
measurement, graphing and number sense skills
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Instructional Strategies• Technology Integration– Science program series has a website for teacher
and student access• www.science.mmhschool.com• Games and review activities• E-journal activities for grades 3-5
– Promethean ActivBoards– Discovery Education Streaming• Teacher access to digital video clips, images that
correlate and enhance content/curriculum
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Assessments
• Formative Assessments– Ongoing Assessments• Graphic organizers, observations, questions-and-answer
sessions, journal entries, checklists
• Summative Assessment– Lesson quizzes, Chapter tests– Performance Assessments• Students complete assessments where they apply
knowledge• Use of performance based rubrics
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Professional Development
• Current Practices– 4th grade teachers are receiving training for
implementation of STC science kits for electricity unit
• Needs– Revisit spiral of science curriculum in K-5– Decision-making in implementation of STC/FOSS
kits for K-5• Like to see at least 2 kits per grade level
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Strengths
• Access to Hands-on activities/Explore activities
• Strong vocabulary base• Vertical balance of standards and benchmarks
(spiraling curriculum)
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Areas for Improvement
• Curriculum training (STC/Foss)• Need for implementing more inquiry based lessons• Alignment with Iowa Core• Professional development related to teaching
science methodology• More integration of writing with science• Time allotment• PreK Resources
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GOAL Observable and measurable end result
ACTION STEPS Activities needed to achieve goal
RESOURCES Means or factors needed to accomplish each action step
RESPONSIBILITY
Who will complete each action step
TIMELINE
Projected time period for completion of each action step
EVIDENCE OF PROGRESS
Documentation of progress toward or completion of goal
(ELEMENTARY)Provide a guaranteed and viable curriculum that enhances student achievement
Complete time equitability study Complete vertical and horizontal curriculum spiral study Identify curriculum resources to support student achievement Provide professional development to fourth grade teachers related to STC/FOSS Kits
Daily schedules or survey of teachers to begin time study Instructional Planner Update current curriculum guide and necessary resources Professional Development for kit based instruction through the VAST Center
Science team subcommittee Administration Teachers Fourth Grade Teachers
End of the 2010-2011 school year
A standard will be established to allow a minimum number of minutes per week or a minimum amount of weeks per quarter available for the delivery of science instruction. Teachers will receive an updated spiral delineating units/ chapters/ lessons/kits to be delivered. All District fourth grade teachers will complete training and teach an eight week kit-based science unit.
(MIDDLE)Provide a guaranteed and viable curriculum that enhances student achievement
Further develop an understanding of the Instructional Planner tool Further develop Iowa Core Units Further develop Formative Assessments
Iowa Core Training & Professional Development Professional Development Time Technology Support
Teachers Curricular Area Teams Grade Level Teams Administration
End of the 2011 – 2012 school year
Individual Career Development Plans Instructional Planner Units Formative Assessments
(HIGH SCHOOL)Provide a guaranteed and viable curriculum that enhances student achievement
Further develop Iowa Core Units of study through utilizing the Instructional Planner tool
Inquiry Study
Work collaboratively with colleagues
In-service training for instructional planner
Collaboration time
Teachers
Administration
Technology staff
End of 2011 – 2012 school year
Attendance at in-service training.
Participation in collaborative meetings with minutes detailing progress
Iowa Core Units in progress and under development through the use of Instructional Planner
K – 12 Science Action Plan