Introduction to Revised Science

Curriculum 2011-2012

Rationale for Changes

• Vertical Alignment• Depth vs. Breadth• Inquiry-Based and Hands-on Learning• To incorporate teacher voice and input• To build students’ science knowledge to

allow them to engage in a school wide science fair

Overall Plan

• Quarterly Unit Plan vs. Weekly Lesson Plans• Planning time available once a month (see handout for all

specific dates)• School wide unit plan template• School-wide vertical integration of concepts and

processes and general science strands• End-of-year, school-wide science fair• Objectives/Assessments to monitor and measure

successful implementation

Introduction

Science = Concepts and Processes and General Science Strands (Life, Earth, Physical)

Concepts and Process will integrate State Goals 11 and 13. General Science will integrate State Goal 12.

The General Science Units were selected by a team of teachers from Irving Park and Basil.

 

K‐8 General Science Vertical AlignmentGrade Q1 Q2 Q3 Q4K Earth Physical Life Life1 Life Physical Earth Earth2 Life Earth Physical Physical3 Physical Earth Life Life4 Life Physical Earth Earth5 Life Earth Physical Physical6 Earth Earth Earth Earth7 Life Life Life Life8 Physical Physical Physical Physical

Q1:A) QuestioningB) Designing investigations

Q2C) Collecting informationD) Evaluating accuracy and reliability

Q3E) Organizing informationF) Working with models and simulations, patterns, and processes can be represented by models.

Q4G) Drawing conclusions and developing explanations

K‐ 5 Concepts and Processes:

Q1:A. QuestioningB. Designing investigations

Q2:C. Collecting informationD. Evaluating accuracy and reliability

Q3:E. Organizing informationF. Working with models and simulations, patterns, and processes can be represented by models.

Q4:G. Drawing conclusions and developing explanations 

Middle School Concepts and Processes

What is Inquiry?

• Goal is to develop students who are thinkers and problem-solvers

• Exposure to hands-on activities that allow for students to question, inquire, observe, gather information, test opinions and theories, and to draw conclusions

• Student-led vs. Teacher-led

• Allows for exploration time and to apply their new learning/understanding

Important Science DatesPre-Service• 8/12 Intro and Quarter 1 Planning

Planning Dates (For Developing Quarterly Unit Plans)• 9/14, 10/19, 11/9, 12/7, 1/11, 2/9, 3/7, 4/18, 5/2

Unit Plan Due DatesQuarter 1—9/12Quarter 2—11/21Quarter 3—2/13Quarter 4—4/23

Science Team Visit-10/17

Quarter 1 Bulletin Board-Due 11/8 by 7:30am

Quarter 1 Dialogue & Feedback-Wed. PD on 11/9

Planning Process - Part 1

Begin with the end in Mind—BACKWARDS PLANNING! •What do they need to know by the end of the quarter? What are the key objectives? This information can be found listed under the VEP Standards Memo #4

Curriculum•Mapping was done with our current McGraw Curriculum, head there to get ideas for key content and concepts that you will need to cover.•Map out how you will cover the key objectives in the 5 weeks

Inquiry/Hands-On Component•Next, how will you incorporate experiments, demonstrations, and student interactions with these key concepts. Build in time throughout the unit for students to engage more deeply with the key concepts

Planning Process - Part 2

Assessment•Refer back to Memo #4 for the number of assessments you need to include on the report card•Plan out how you will assess each of these objectives throughout the quarter•Look for ways to assess that are not just paper and pencil (Ie a lab, or an observation, or group work)•Remember, you can assess more than one objective on the same assessment

Planning Process - Part 3

• Unit lesson plan incorporate the 5 Es (see handout)

Engage > Explore > Explain > Elaborate > Evaluate

• Design lessons with explorations and experiments in mind

• Use existing curriculum to cover general science strands and processes