Science
Curriculum Review
2010
Science
Presentation Outline
– Introduction
– Curriculum Review Process
– Program Overview
– Recommendations
– Concluding Comments
Science
Introduction
– North Allegheny Strategic Plan
– North Allegheny Mission Statement
– Pennsylvania Department of Education
– Curriculum Review Manual
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Curriculum Management
Team
Dr. Tammy Andreyko
– Assistant Superintendent for Curriculum
Mr. Jack Kernion
– AP Physics Teacher and Department
Chairperson
Mr. Jeff Anderchak
– Principal, Franklin Elementary
Mr. Walt Sieminski
– Principal, North Allegheny Senior High
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Curriculum Review
Process
Curriculum Management Team
Curriculum Review Team
Subcommittees
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Empirical Research
Standards and Curriculum
Seminars/Workshops/Presenters
Effective Practices/Site Visitations
Materials and Equipment
Data Collection/Electronic Survey
Science Department
Data Analysis and
Student Achievement

Data from the North Allegheny Report of Student Achievement
was analyzed as a component of the Curriculum Review
Process

North Allegheny School District students are achieving at very
high levels in science based on a variety of standardized
assessments, such as the PSSA, PLAN+, ACT, SAT II, and AP

Discussions of current practices across the District, feedback
from comparator schools, internal survey questions, and
empirical research led to emerging recommendations
S Introduction of Presenters
Dr. Tammy Andreyko
c – Assistant Superintendent for Curriculum
Mr. Jack Kernion
i – AP Physics Teacher and Department
Chairperson
e Ms. Janet Lewandowski
– 3 Grade Science Teacher, McKnight
n Elementary
Mr. Chris Omasits
c – General Biology and Physical Science Teacher
and NAI Science Liaison
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Science Program Overview
Philosophy
Course Content
Program Overview
Philosophy
– Scientific Literacy
Program Overview
Philosophy
– Scientific Literacy
Program Overview
Philosophy
– Scientific Literacy
Program Overview
Philosophy
– Scientific Literacy
Norman Augustine
Chairperson of the “Rising Above the Gathering Storm” Committee
Program Overview
Philosophy
– Scientific Literacy
– STEM
Program Overview
Philosophy
– Scientific Literacy
– STEM
Science
Technology
Engineering
Math
Program Overview
Philosophy
– Scientific Literacy
– STEM
Science
Technology
Engineering
Math
Program Overview
Philosophy
– Scientific Literacy
– STEM
Course Content
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–
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Life Science
Physical Science (Chemistry and Physics)
Earth and Space Science
Environmental Science
Technology
Process and Content Skills
Elementary
Middle School
High School
Process
Content
Process
Process
Content
Process
Content
Content
Process
Content
Process
Content
What is Inquiry-Based Instruction?
“...the creation of a classroom where students
are engaged in open-ended, student centered,
hands-on activities”
Structured Inquiry
Guided Inquiry
Open Inquiry
Problem to
Investigate
Investigation
Design
Teacher
Teacher
Teacher
Student
Student
Student
The Case For Inquiry:
What Does The Research Suggest?
The Case For Inquiry:
What Does The Research Suggest?
 Understanding
knowing facts.
science is more than
The Case For Inquiry:
What Does The Research Suggest?
 Understanding
science is more than knowing
facts.
 Students
build new knowledge and
understanding on what they already know
and believe.
The Case For Inquiry:
What Does The Research Suggest?
 Understanding
science is more than knowing
facts.
 Students build new knowledge and
understanding on what they already know and
believe.
 Students
formulate new knowledge when
they find their observations to be out of
sync with their currently held concepts.
The Case For Inquiry:
What Does The Research Suggest?
Understanding science is more than knowing facts.
 Students build new knowledge and understanding on
what they already know and believe.
 Students formulate new knowledge when they find
their observations to be out of sync with their
currently held concepts.

 Learning
is mediated by the social
environment.
The Case For Inquiry:
What Does The Research Suggest?
Understanding science is more than knowing facts.
 Students build new knowledge and understanding on
what they already know and believe.
 Students formulate new knowledge when they find
their observations to be out of sync with their
currently held concepts.
 Learning is mediated by the social environment.

 When
students are actively involved in
the learning process, they learn more.
The Case For Inquiry:
What Does The Research Suggest?

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Understanding science is more than knowing facts.
Students build new knowledge and understanding on what
they already know and believe.
Students formulate new knowledge when they find their
observations to be out of sync with their currently held
concepts.
Learning is mediated by the social environment.
When students are actively involved in the learning process,
they learn more.
 Deep
understanding allows for a greater degree
of applying knowledge to new situations.
Increasing the amount of inquiry-based
learning at NA will require...
Staff development
Access to appropriate support materials
– Consumable materials
– Lab equipment
Access to technology
Technology and Science Education
Technology and Science Education
Support in four areas:
– Active Engagement
Technology and Science Education
Support in four areas:
– Active Engagement
– Participation in groups
Technology and Science Education
Support in four areas:
– Active Engagement
– Participation in groups
– Frequent interaction and feedback
Technology and Science Education
Support in four areas:
–
–
–
–
Active Engagement
Participation in groups
Frequent interaction and feedback
Connections to real-world contexts
Technology and Science Education
Support in four areas:
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–
–
–
Active Engagement
Participation in groups
Frequent interaction and feedback
Connections to real-world contexts
Research shows that the use of technology
only provides a benefit when combined within
effective teacher training.
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Recommendations
Elementary Level Science Program
1. Continue to refine curriculum to align with Pennsylvania
Academic Standards, Assessment Anchors, and Eligible
Content, with a primary emphasis on science process skills
and secondary emphasis on content knowledge.
2. Continue to provide general and targeted professional
development to elementary science teachers that emphasizes
science process, inquiry-based learning, hands-on teaching
practices, and content knowledge extensions.
Program Overview
Proposed K-5 Course Scope and Sequence Content
Grade Level
Science Topics Covered
Kindergarten
Our Land, Water, and Air
First Grade
Living & Nonliving / Plant & Animal Lifecycles / Land, Water & Air /
Weather & Seasons
Second Grade
Growth & Changes of Plants & Animals / Earth & Space / Technology
Third Grade
Matter, Forces, and Energy / Water & Weather / Earth & Space /
Technology
Fourth Grade
Ecosystems / Water Cycle & Weather / Earth & Space /
Electricity, Magnetism & Energy / Objects in Motion / Technology*
Fifth Grade
Ecosystems / Cycles & Food Webs / Classifying Organisms /
Matter, Forces & Energy / Technology
*Science PSSA Testing Year
Elementary Level Science Program
1. Continue to refine curriculum to align with Pennsylvania
Academic Standards, Assessment Anchors, and Eligible
Content, with a primary emphasis on science process skills
and secondary emphasis on content knowledge.
2. Continue to provide general and targeted professional
development to elementary science teachers that emphasizes
science process, inquiry-based learning, hands-on teaching
practices, and content knowledge extensions.
Curriculum Development (6-8)
1. Refine the existing middle school science
curriculum to ensure continued alignment with the
Pennsylvania Academic Standards, Assessment
Anchors, and Eligible Content while still
emphasizing a depth of multi-modal instruction and
learning.
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Modify the “Agricultural Science” unit in the 6th grade curriculum to
ensure a hands-on, inquiry-based approach to this topic which is consistent
across all three middle schools.
Remove the “Earth Science” unit from the 6th grade curriculum, since it is
covered in 8th grade prior to taking the PSSA exam in 8th grade.
Remove the “Science Process Skills” unit from 7th grade, as this material is
included in the 6th grade science course.
Modify the remaining units in the 7th grade curriculum so that a unit on
“Human Body Systems” can be added to the curriculum.
Science Graduation Requirements
1.
In conjunction with the Graduation Policy
Committee, consider a modification to the
North Allegheny graduation requirements
to effectively address the Keystone Exams
for Biology and Chemistry passed by the
Pennsylvania State Board of Education.
Science Course Changes
1.
Revise the course names for selected secondary level science
courses for pathway consistency.
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2.
Remove the descriptor “General” from Phase I and Phase II General Biology
courses.
Add the descriptor “Academic” to the Phase III Concepts of Physics course.
Rename the Biology 2 course to be called Academic Human Biology.
Consider adding a Phase II Chemistry course (5 class periods
per week) to the science offerings at NASH in the future which
will allow Phase II students more elective choice in the sciences
and ensure an appropriate course as preparation for the
Keystone Exam in Chemistry.
Environment and Ecology
1.
Continue to analyze and update the elementary and middle
school science course curricula to ensure alignment with the
PSSA Eligible Content.
•
2.
Establish shared experiences for all elementary students related to environment and
ecology content as part of the Outdoor Environmental Education component.
Ensure increased student exposure to environmental and
ecology topics at the secondary level by implementing the
following educational experiences.
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Create an on-line Environment/Ecology unit for each Biology course at NAI which all
students must complete as a curriculum requirement.
Promote the infusion of environmental education in all the science courses at NAI and
NASH as related to the “Big Ideas” identified in the PDE Standards Aligned System.
Organize an Environmental Awareness Week at NAI to raise environmental awareness
and emphasize the “Big Ideas” identified in the PDE Standards Aligned System.
Continue to offer the Environmental Science and Honors Environmental Science
courses as electives at NASH.
Textbooks and Materials
1.
Elementary Level:
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2.
Phase-in adoption of a textbook series aligned with the Pennsylvania
Academic Standards, Assessment Anchors, and Eligible Content that
includes access to technology resources.
Purchase the phase-in materials kits and annual consumable
replacement costs to ensure consistent and systematic hands-on
learning experiments at the elementary level (i.e., experiments and
activities aligned with content).
Secondary Level:
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Continue the gradual replacement of secondary textbooks on a phasein basis to support the teaching staff with up-to-date resources which
will allow for maximum learning outcomes.
Phase-in the replacement and/or purchase of equipment and materials
that support hands-on learning activities and ensure that students
receive appropriate lab related experiences.
Assessment
1. Identify or develop periodic local
assessments specific to grade level/courses
that align with the Pennsylvania Academic
Standards, Assessment Anchors, Eligible
Content, and North Allegheny School
District Science curriculum.
Professional Development
1. Expose the science staff to a wide range of professional
development opportunities which support the
research-based best-practices identified in the review
process.
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Conduct workshops on inquiry-based learning in the science
classroom.
Conduct workshops on the increased use of technology in the
classroom.
Conduct workshops designed to increase the consistency of
instruction across common courses in the district.
Design science related programs with North Allegheny’s Office
of Staff Development so that all science teachers (K-12) can
continue to improve their content knowledge base.
Technology
1. Work with the Information Technology
Department to evaluate and implement the
use of technology in the science classroom
(K-12).
Careers and Community
Partnerships
1. Foster the North Allegheny Science Department’s
relationships with local universities, corporations, and other
institutions which may increase the “real-world” approach to
science in the classroom.
2. Focus on Science – Technology – Engineering – Math
(STEM) careers and work in partnership with other
Departments (e.g., School Counseling, Technology
Education, and Mathematics) to increase student exposure to
these disciplines.
3. Continue to promote attempts to secure grants from
community organizations to be used by the science teaching
staff at both the building and the District level.
Presentation Summary
Scientific Literacy
Content and Process Skills
Inquiry-Based Learning
Exposure to Scientific Disciplines & Technology
New Staff Development Opportunities
Community Partnerships
Environment and Ecology
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Knowledge is power.
~Francis Bacon
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