New Teacher Curriculum Orientation Elementary Teachers Science 2015

New Teacher Curriculum Orientation Elementary Teachers Science 2015 -2016

Science Units and Science Kits

MCF, GLCEs, & MSS �Current curriculum created using MCF �GLCEs are being/have been infused (2004) (came out in 2009) �State assessment in 4 th and 7 th grade �MSS currently open for public comments ◦ Will be presented to State Board of Ed on October 13 th ◦ Will request vote �SAC (Subject Area Curriculum) committee will then review/update science units as needed MCF = Michigan Curriculum Framework GLCEs = Grade Level Content Expectations MSS = Michigan Science Standards

SLCS Science Units

Kindergarten Science Units �Properties �Ant Homes Underground �Trees �Animal Defenses

First Grade Science Units �Pebbles, Sand, and Silt �Weather �Solids and Liquids �Tree Homes �Life Cycle of Butterflies

Second Grade Science Units �Air and Weather �Changes �Buzzing a Hive �Soil �Magnets

Third Grade Science Units �Plant Growth and Development �Animal Studies �Sound �Fossils �Finding the Moon

Fourth Grade Science Units �Land Water �Ecosystems �Motion and Design �Earth, Moon, and Sun

Fifth Grade Science Units �Rock Cycle and Fossils �Electrical Circuits �Energy and Motion �Matter and Molecules �Convection Currents (infused in other units)

Two Types of Science Kits �Rental Kits returned! �District – all equipment is Owned Kits (Stored in buildings)

Third and Fourth Grade Rental Kits �We rent kits from �Rental kits rather live animals ECA Educational Services than purchased kits due to ◦ Third Grade: Animal Studies ◦ Fourth Grade: Ecosystems �ECA arranges a calendar including specific pick up/drop off dates (shared with several buildings) �Kits must be taught during the rental window �Any late or early pick up/drop offs incur additional fees that are the building’s responsibility �If there is a problem with the kit, contact ECA, not Dayna. (Call Dayna if ECA is unresponsive. )

ECA Rental Kit Schedule

Kits Stored at Buildings �Two of each kit per school �Shared with other grade level teachers �Stored in a common locationcheck with your principal �Sign out/sign in sheet �Keep track of what needs to be refurbished- buildings re-order at the end of year

Investigation Cautions �Be sure to plan ahead! Some investigations require significant set up by the teacher in advance. With good planning, some of this can be done by a CHEERS volunteer. �Some investigations require that experiments sit for several days (without observation). These are great Thursday/Friday plans. ◦ Reduces conflict if you are sharing kits. ◦ Can reduce number of days that science instruction is on hold. ◦ Reduces class days that experiment needs to remain set up. (Some buildings have science rooms for these longer investigations. Check with principals. )

Science Instruction Science instruction should begin early in the school year. � Students usually need the change of pace science instruction offers as they adjust to being back in school. � Teachers who wait will not meet the semester deadlines. �

In what order do I teach the science units? �Teachers/buildings usually determine the order of the units, not CITA. �Most buildings have a schedule in place already. �Sometimes all of the teachers do the same unit at the same time and carefully share materials. Other buildings prefer to rotate the kits. Check with your colleagues to see what practices are in place and how that affects your planning.

Science Unit Tests �A set number of science unit assessments need to be completed by February 12 (Grades K-3) or January 28 (Grades 4 & 5). The rest are to be completed by June 3 rd. (See assessment calendar) �SAC has created science unit assessments. �As soon as you finish the unit, give the unit assessment, & scan your students’ answer forms using the Pearson scanner. Follow Barb’s directions for storing the test, getting principal approval, and sending the documentation to CITA.

Assessment Responsibility and Accountability: Maintaining Validity, Reliability and Confidentiality � District assessments are created by SAC committees (have financial and time costs) � All changes must go through CITA � Assessments are required and have deadlines � Assessments are secure documents ◦ Cannot be sent home for any reason (including homebound) ◦ Cannot be shared with non-instructional personnel ◦ Cannot be removed from buildings (essays may be graded at home) � Avoid guest teachers giving assessments � What to do in these circumstances: student teachers, parents wanting to review student’s assessment

When is a student excused from the science assessment? �If a student missed the majority of the instruction (new to the district, ill, vacation, etc. ) �If a student moves before the end of the science unit �If a student is absent the day of the test, he or she still needs to make up the test

Grading Science on Report Cards �Scored ◦ ◦ as Exceeds standard (4) Meets standard (3) Approaching standard (2) Area of concern (1) �The three categories: Constructing New Scientific Knowledge, Reflecting on Scientific Knowledge, and Using Science Knowledge SCIENCE Units of Study Animal Studies Plant Growth and Development Sound Fossils Finding the Moon Constructing New Scientific Knowledge Reflecting on Scientific Knowledge Using Science Knowledge

Instructional Rubrics After appropriate instruction, the student can 4 independently extend (appropriate to his/her age) the Exceeds the Standard application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality. After appropriate instruction, the student independently 3 applies instructional objectives/benchmarks and Meets the Standard Expectation demonstrates an acceptable level of proficiency for the grade level. Products are usually average to above average. 2 After appropriate instruction and with assistance, the Making Progress Toward the student can apply instructional objectives/benchmarks and Standard demonstrates a basic level of proficiency. The quality of products is uneven or minimally acceptable relative to the expectations. After appropriate instruction, the student demonstrates 1 only rudimentary or unsatisfactory levels of Area of Concern understanding and with assistance has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or unacceptable. No response: After appropriate instruction and with 0 assistance, the student does not respond to the task or the

SLCS Health Curriculum

Health Curriculum �Health ‘n’ Me curriculum �Based on the National Health Education Standards �Endorsed by the Michigan Department of Education, Oakland Community Health and Oakland Schools. �Extensive public review

Health Curriculum �NOT reproductive health �Healthy Sexuality begins in 5 th grade in addition to the health curriculum �Talk to others in your building regarding when to address these units.

Health Curriculum Topics Grade Level Topics (not all are listed) Kindergarten It’s Fun to Be Well, Learning About Feelings, Safe From Poisons, Stopping Tooth Decay, Preventing the Spread of Germs, Health Helpers Grade 1 Lots of Feelings, Awareness of Our Senses, Your Nose Knows, Fire Safety, Keeping Ourselves Well Grade 2* Nutritious Food to Keep Us Well, Safe Walking and Biking, Safe Use of Medicines, Eye Safety Grade 3** Choosing Healthy Habits, Body in Balance, Safety at Home Grade 4 Accepting Others, Avoiding Danger Decision Making, Pollution in the Grade 5*** *Grade 2 – Personally Safe – Letter sent out to parents Environment, Stress and(Intranet) Relief, Learning to Resist Peer Pressure **Grade 3 – The Assertive “No” – Letter sent out to parents (Intranet) ***Grade 5 – Healthy Sexuality is a separate entity from health. Teachers new to 5 th grade will have training in the spring.

Thinking Routine Overview: Headlines �Think of the big ideas and important themes from your learning (can be various sources). �Write a headline for this topic or issue that summarizes and captures a key aspect that you feel is significant and important. �Purpose is to reflect and synthesize as you identify the core of a learning experience.

Thinking Routine: Headlines �Write a headline for the topic presented to you that captures an important aspect or core idea that we would want to remember. �Putting your thumb on the pulse of the topic vs. catchy slogans �CNN “News Feed” vs. “True” Headline

Thinking Routine: Headlines �Read the article: Never Say Anything a Kid Can Say �After you’ve read, create a headline that encapsulates the big idea of what you read. �Try to avoid catchy phrases or obvious statements (missing the point).

Share Out �Get into groups �Share your headline and the “story” or thinking behind it. (Why did you choose it? How did you come up with it? ) �Attach your group’s headlines to chart paper (or rewrite them). �Elect a spokesperson to share the group’s headlines.

Exit Ticket �The Staff Evaluation forms are required. Both sides must be filled out and all questions must be answered. �Please complete the Exit Ticket. ◦ Reflect on both the math and science sessions.