Science Review
Curriculum Council
May 22, 2012
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Elementary Teacher Feedback
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Elementary Teacher Feedback
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Parent Feedback
EXPLORE Grade 7 - % COLLEGE READY
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Science
Math
Reading
All
19%
46%
48%
Native American
0%
25%
25%
African American
4%
21%
25%
Ethnicity
Hispanic
15%
31%
22%
Asian
8%
62%
50%
Caucasian
25%
54%
57%
PLAN Grade 10 - % COLLEGE READY
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Science
Math
Reading
All
33%
51%
61%
Native American
100%
100%
50%
African American
6%
16%
31%
Ethnicity
Hispanic
11%
22%
33%
Asian
31%
58%
58%
Caucasian
42%
61%
71%
Next Generation Update
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Paradigm shift in teaching science
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The methodology for teaching science: Practices
What we teach: Content- less content, deeper learning
Concepts: Cross cutting- endures across all scientific
strands (life science, physical science, earth science)
Engineering embedded
What was Reviewed
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Elementary
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Interactive Science Pearson
FOSS
Science Fusion Houghton
Mifflin
National Geographic
Active Science Sangari
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Middle
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Project Based Inquiry
Science
FOSS
IQWST Sangari
Interactive Science Pearson
Science Fusion Houghton
Mifflin
Recommendation
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Active Science, Publisher Sangari
IQWST, Publisher Sangari
Rationale: Why Active Science?
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Endorsed by NSTA past and present presidents and advised by Joe Krajcik,
University of Michigan & NRC
Inquiry based; experiences, experiments aligned to the science practices
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Built around the 5 E’s of science: engage, explore, explain, elaborate,
evaluate
Students document learning (data and observations, etc) with scientific
writing in a science notebook
High quality labs with real life connections
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Ex. Each lesson begins with a big idea in a question format, embedded probing
questions drive learning
Engaging experiments-differentiated process
Answer question generated about the big ideas
Graphic organizers align with Treasures
Paradigm shift– Data and habits haven’t gotten us different results
Articulation of a K-8 program
Rationale: Why IQWST?
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The only resource that already aligns with the new
framework practices, core ideas, and cross cutting
concepts
Only resource that addresses the need for a shift in the
teaching of science
Two out of Four authors of curriculum were on the
National Research Council that developed the framework
Product of a National Science Foundation funded
research project (MI, OH, IL, TX, AZ, FL)
Literacy Component: Leann Sutherland, University of
Michigan
Rigor
Staff Development
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Training and
Staff development on content, cross cutting, and practices
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Active Science and IQWST are the only resources that have
this embedded (others might say it but they weren’t designed
with this in mind)
Coaching, modeling, co-teaching
Staff development video clips of how to teach
Differentiation
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Hands-on investigation (structured and open –ended)
Technology: Digital access to books, games, web links
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Video and digital links are provided for every lesson
Current Events
Ipad applications
Visual (pictures for Background knowledge), auditory (student
discussion, read aloud, argumentation) and kinesthetic (handson)
Each lesson provides science vocabulary and definitions (ELL)
All students can access high levels of science content through
practices
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EX: Parkview MS, Urban school
Literacy Connections
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Leann Sutherland, PhD University of Michigan
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Access to science through hands-on investigations
Read about it, write about it, talk about it
Big questions access prior knowledge
Predicting
Writing
Vocabulary development (ELL)
Formulate research evidenced base arguments
Teacher “before reading” and “after reading”
Assessment
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Assessment: Embedded in every lesson, Lesson Check
Ups, Unit assessment
Models
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Park View Middle School Illinois
Foxbourough School District, MA
Dayton STEM , Ohio