Title: Science Instructional Guide
1Elementary Science
Instructional Guide
2Goals 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
3Process
- 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
4Background
California Science Framework
State and District Policy
Academic Content Standards
Instructional Guide
California Standards Test (Grade 5)
State-adopted Textbooks
Supplemental Materials
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6Introduction 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.
7Introduction Section
The Instructional Guide is based on the 1998
California Academic Content Standards in Science
and the 2003 California Science Framework Guiding
Principles
8Introduction Section
- Academic Content
- Core and Additional
Vocabulary - Assessment
- Instructional Support
- Immersion Units
- Published Resources
9Introduction 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
10Introduction Section
- Closing the Achievement Gap
- Culturally Relevant Education Initiative
- Overarching Principles
- Title III Initiative
11Introduction Section
- Teachers use the principles of Backwards Design
to implement the Guides resources - Principles of Inquiry including
- Common Elements of Inquiry
- Inquiry as Motivation
12Introduction 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
13Introduction Section
14Introduction Section
- The Scientific Method
- Activity, Investigation, and Experiment
- Matrix of Science Process Skills and IE
Standards - Matrix of Experimental Design and IE Standards
15Tools 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
16Tools for Professional Development
- Graphic Organizers are tools showing the
relationships among scientific concepts to
illustrate student knowledge. - Strategies for Assessment
- pages 9-10
17Tools for Professional Development
- When made a regular part of instruction,
reflection can deepen and broaden student
understanding of the content. - Reflection
- Page 23
18Tools for Professional Development
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22Tools for Professional Development
23Instructional Modules
- Physical Science
- Earth Science
- Life Science
24Navigating the Modules
- The Right Side of each Module has tabs to
identify the section of the Module
25Navigating the Modules
- The Left Side of each page has a place to take
notes
26Navigating the Modules
- The footer identifies the grade level, module,
section, and page number
27Navigating the Modules
- Headings are and sub-headings are articulated
28Navigating the Modules
- Additional Lessons are marked with a picture of a
book
29Navigating the Modules
Student work pages are marked with a notepad
- and a space for a student to write their name
30Module 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
31Key Knowledge and Concepts
32Module Vocabulary
33Periodic Assessment
34Periodic Assessment
35Units 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
36Unit Vocabulary
37Published Resources Chart
38Published Resources Chart
39Standards Alignment Chart
40Additional 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
41Immersion 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
42Disciplinary Literacy
Learning Science Content and Process
California Content Standards
5 Essential Features of Inquiry
institute for learning, University of Pittsburgh
43Module 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.
44Articulation 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
45Appendix
- 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
46What 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
47The Elementary Science Instructional Guide
- Designed to assist teachers in helping all
students succeed in science