New Teacher Curriculum Orientation

Elementary TeachersScience

2015-2016

Science Units and Science

Kits

MCF, GLCEs, & MSSCurrent curriculum created using MCF (2004)GLCEs are being/have been infused

(came out in 2009)State assessment in 4th and 7th gradeMSS currently open for public comments

◦ Will be presented to State Board of Ed on October 13th

◦ Will request voteSAC (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

PropertiesAnt Homes UndergroundTreesAnimal Defenses

First Grade Science UnitsPebbles, Sand, and SiltWeatherSolids and LiquidsTree HomesLife Cycle of Butterflies

Second Grade Science Units

Air and WeatherChangesBuzzing a HiveSoilMagnets

Third Grade Science UnitsPlant Growth and DevelopmentAnimal StudiesSoundFossilsFinding the Moon

Fourth Grade Science Units

Land and WaterEcosystemsMotion and DesignEarth, Moon, and Sun

Fifth Grade Science UnitsRock Cycle and FossilsElectrical CircuitsEnergy and MotionMatter and MoleculesConvection Currents

(infused in other units)

Two Types of Science Kits

Rental Kits – all equipment is returned!

District Owned Kits(Stored in buildings)

Third and Fourth Grade Rental KitsWe rent kits from ECA Educational ServicesRental kits rather than purchased kits due to live

animals◦ 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 windowAny late or early pick up/drop offs incur additional

fees that are the building’s responsibilityIf there is a problem with the kit, contact ECA, not

Dayna. (Call Dayna if ECA is unresponsive.)

ECA Rental Kit Schedule

Kits Stored at BuildingsTwo of each kit per schoolShared with other grade level

teachers Stored in a common location-

check with your principalSign out/sign in sheetKeep track of what needs to be

refurbished- buildings re-order at the end of year

Investigation CautionsBe 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 TestsA 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 3rd.(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 CITAAssessments are required and have deadlinesAssessments 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 assessmentsWhat 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 KnowledgeSCIENCE

Units of Study

Constructing New

Scientific Knowledge

Reflecting on

Scientific Knowledge

Using Science

Knowledge

Animal StudiesPlant Growth and DevelopmentSoundFossilsFinding the Moon

Instructional Rubrics

4Exceeds the Standard

After appropriate instruction, the student can independently extend (appropriate to his/her age) the application of instructional objectives/benchmarks. Products are consistently excellent or superior in quality.

3Meets the Standard

Expectation

After appropriate instruction, the student independently applies instructional objectives/benchmarks and demonstrates an acceptable level of proficiency for the grade level. Products are usually average to above average.

2Making Progress Toward the

Standard

After appropriate instruction and with assistance, the student can apply instructional objectives/benchmarks and demonstrates a basic level of proficiency. The quality of products is uneven or minimally acceptable relative to the expectations.

1Area of Concern

After appropriate instruction, the student demonstrates only rudimentary or unsatisfactory levels of understanding and with assistance has considerable difficulty or cannot apply instructional objectives. The quality of products is consistently unsatisfactory or unacceptable.

0No response: After appropriate instruction and with assistance, the student does not respond to the task or the student’s work is unscorable, i.e. illegible or off task.

SLCS Health

Curriculum

Health CurriculumHealth ‘n’ Me curriculumBased on the National Health

Education StandardsEndorsed by the Michigan

Department of Education, Oakland Community Health and Oakland Schools.

Extensive public review

Health CurriculumNOT reproductive healthHealthy Sexuality begins in 5th

grade in addition to the health curriculum

Talk to others in your building regarding when to address these units.

Health Curriculum TopicsGrade 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

Grade 5*** Decision Making, Pollution in the Environment, Stress and Relief, Learning to Resist Peer Pressure

*Grade 2 – Personally Safe – Letter sent out to parents (Intranet)**Grade 3 – The Assertive “No” – Letter sent out to parents (Intranet)***Grade 5 – Healthy Sexuality is a separate entity from health. Teachers new to 5th grade will have training in the spring.

Thinking Routine Overview: HeadlinesThink 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: HeadlinesWrite 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: HeadlinesRead the article: Never Say

Anything a Kid Can SayAfter 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 OutGet into groupsShare 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 TicketThe 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.