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Science Instructional Guide

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Title: PowerPoint Presentation Subject: Science Instructional Guide Author: Stacy Sinclair and William Tarr Last modified by: Stacy Sinclair Created Date – PowerPoint PPT presentation

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Title: Science Instructional Guide


1
Elementary Science
Instructional Guide
2
Goals for Today
  • Increase your knowledge about the Elementary
    Science Instructional Guide
  • Structure
  • Organization
  • Intent
  • Identify resources within the Guide to support
    implementation of a standards-based program
  • Demonstrate how the Guide can be used by teachers
    and the kind of support this will require

3
Process
  • A View of the Guide
  • Introduction
  • Components of the Introduction
  • Resources for future professional development
  • Instructional Modules
  • Navigation tools
  • Components of each Module
  • How to use the Modules for instructional planning
  • Appendix
  • Components of the Appendix
  • Resources for reference and professional
    development
  • Next Steps

4
Background
California Science Framework
State and District Policy
Academic Content Standards
Instructional Guide
California Standards Test (Grade 5)
State-adopted Textbooks
Supplemental Materials
5
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6
Introduction Section
The Districts vision for Science instruction is
to
Use state adopted instructional materials Have
direct, first hand experiences using
investigations and experiments to learn the
content in the California Science Standards
and Use the science processes to broaden
students procedural and thinking skills to
investigate the world, solve problems, and make
decisions.
7
Introduction Section
The Instructional Guide is based on the 1998
California Academic Content Standards in Science
and the 2003 California Science Framework Guiding
Principles
8
Introduction Section
  • Academic Content
  • Core and Additional
    Vocabulary
  • Assessment
  • Instructional Support
  • Immersion Units
  • Published Resources

9
Introduction Section
  • Delivered through the Local Districts
  • Primarily school-based
  • Articulation of resources in the Guides
  • Build a coordinated infrastructure at the local
    level
  • Increase teachers familiarity with the content
    and strategies
  • Build diagnostic tools for classroom use
  • Increase the use of academic language
  • Reflect on what works

10
Introduction Section
  • Closing the Achievement Gap
  • Culturally Relevant Education Initiative
  • Overarching Principles
  • Title III Initiative

11
Introduction Section
  • Teachers use the principles of Backwards Design
    to implement the Guides resources
  • Principles of Inquiry including
  • Common Elements of Inquiry
  • Inquiry as Motivation

12
Introduction Section
  • Types of Differentiation for Science
  • Time
  • Complexity and Scaffolding
  • Science Materials
  • Identifying Students with Special Needs
  • Differentiating Instruction for Students
  • EL, SEL, less-proficient readers
  • Advanced Learners
  • Students with Disabilities

13
Introduction Section
14
Introduction Section
  • The Scientific Method
  • Activity, Investigation, and Experiment
  • Matrix of Science Process Skills and IE
    Standards
  • Matrix of Experimental Design and IE Standards

15
Tools for Professional Development
  • Classroom Assessment provides detailed evidence
    that students have mastered the depth and breadth
    of content while providing diagnostic information
    that can inform future instruction.
  • Classroom Assessment
  • Page 8

16
Tools for Professional Development
  • Graphic Organizers are tools showing the
    relationships among scientific concepts to
    illustrate student knowledge.
  • Strategies for Assessment
  • pages 9-10

17
Tools for Professional Development
  • When made a regular part of instruction,
    reflection can deepen and broaden student
    understanding of the content.
  • Reflection
  • Page 23

18
Tools for Professional Development
19
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20
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21
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22
Tools for Professional Development
23
Instructional Modules
  • Physical Science
  • Earth Science
  • Life Science

24
Navigating the Modules
  • The Right Side of each Module has tabs to
    identify the section of the Module

25
Navigating the Modules
  • The Left Side of each page has a place to take
    notes

26
Navigating the Modules
  • The footer identifies the grade level, module,
    section, and page number

27
Navigating the Modules
  • Headings are and sub-headings are articulated

28
Navigating the Modules
  • Additional Lessons are marked with a picture of a
    book

29
Navigating the Modules
Student work pages are marked with a notepad
  • and a space for a student to write their name

30
Module Introduction
  • The focus of the module
  • Connections to earlier grades (K-4)
  • Connections to later grades (5-12)
  • An introduction to each module section
  • Background information for the teacher

31
Key Knowledge and Concepts
32
Module Vocabulary
33
Periodic Assessment
34
Periodic Assessment
35
Units of Instruction
  • Introduction includes
  • An overview of the Units focus
  • Extension resources available
  • The content standards supported by the Unit
  • Critical Questions
  • Connections to other content areas
  • Background for the teacher

36
Unit Vocabulary
37
Published Resources Chart
38
Published Resources Chart
39
Standards Alignment Chart
40
Additional Lessons
  • Content Standards
  • Focus Concepts
  • Purpose
  • Background
  • Preparation for the Teacher (if needed)
  • Materials needed
  • Procedures for each part of the lesson
  • Discussion Starters
  • Black-line masters for teacher or student use

41
Immersion Units
  • Extended guided inquiry aligned to standards
  • Focused on particularly challenging standards and
    concepts
  • Provides a coherent series of lessons
  • Designed to provide a model for Disciplinary
    Literacy in science
  • Support teachers by providing
  • background information
  • implementation strategies
  • opportunities for students to make connections
    between scientific content and real world
    situations

institute for learning, University of Pittsburgh
42
Disciplinary Literacy
Learning Science Content and Process
California Content Standards
5 Essential Features of Inquiry
institute for learning, University of Pittsburgh
43
Module Planning Calendar
This planning tool is offered to assist in
individual or team planning of instruction. By
its design, it supports a flexible implementation
of the science program.
44
Articulation Section
  • The following resources are provided for the
    subsequent grade level (5) or the previous grade
    level (4)
  • Key Knowledge and Concepts from the California
    Science Framework
  • Module Vocabulary Chart
  • Core Vocabulary Defined

45
Appendix
  • Excerpts from the California Science Framework
  • The Grade 5 CST Blueprint and reference sheets
  • California reference materials
  • District Initiative reference materials
  • Federal reference materials
  • Technology resources
  • Sample Generic Scoring Guides
  • Glossary for Teachers
  • Resources

46
What does it take for students to succeed in
science?
  • Teachers
  • Content support
  • Time to plan
  • Identification and organization of resources
  • Classroom assessment of student knowledge
  • Time to reflect
  • Collaboration and articulation of skills and
    knowledge
  • Students
  • Develop academic language
  • Do science (Immersion Units, activities,
    investigations, and experiments)
  • Practice sequencing events, making testable
    questions, inferences, cause effect statements
    interpreting graphs, and using reference sheets

47
The Elementary Science Instructional Guide
  • Designed to assist teachers in helping all
    students succeed in science
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