SCIENCE COMPANION:

AN OVERVIEW OCTOBER 13, 2009Debbie Leslie, University of Chicago Center for Elementary Mathematics and Science Education (CEMSE)

Session Goals

To learn about the philosophy and basic principles of Science Companion

To feel comfortable and excited about using a Science Companion unit

To become familiar with some of the features of the program that support a high-quality implementation

To begin planning for implementation

To know where to go with questions, concerns, etc.

I Wonder Circle/What is a Scientist? book Discuss: How might you introduce this

tool in your classroom?

How might you use it over time?

What does it convey to students about science?

Children learn science by engaging in the work of scientists (“inquiry”) Why? What does this

look and sound like?

How does this approach address students’ learning of science content and science process skills?

Content and Process Both are important for elementary students. Both should be developed with age-appropriate

activities and expectations. (SC Big Ideas encompass both disciplinary content and process skills.)

They should be connected and reinforce one another. For example: Children learn about the properties of rocks by

doing careful observation; AND Children learn how to do careful observations by

being given a meaningful context and purpose for developing/practicing this skill (e.g., observing rocks and recording properties)

Children learn science by engaging in the work of scientists (“inquiry”) What are the

challenges and barriers to using this approach in elementary school classrooms? TAKE A MOMENT: Talk about barriers and challenges in your group, as well as strategies you have used to address them. Be prepared to share out.

The challenge of TIME Designed to be done in two to three 45-60

minute sessions per week. Lessons of consistent length and structure

help with pacing and scheduling Meaningful opportunities to integrate

science with literacy and mathematics Science Notebook work and Student Reference Book and

other readings can often be done during literacy Work with data and measurement can often be done as part

of mathematics Introductory and Reflective Discussions provide rich

opportunities to develop verbal communication skills and critical thinking

The challenge of LOGISTICSWe know…teaching hands-on science can be a pain! We try to make it easier to address the materials, mess,

noise, etc. in a variety of ways: Field-tested units – We caught lots of issues early, and

added many more teacher-suggested tips at point-of-use for managing potential hassles

ExploraGear kits – These include the most tough-to-find materials that you’ll need

Comprehensive Planning and Preparation information – Being prepared is half the battle for managing science

Detailed lesson write-ups – You don’t need to guess or try to figure out what it should look like, what to do next, etc.

The challenge of CONTENT KNOWLEDGE The BIG IDEAS help teachers and kids focus on key,

age-appropriate concepts and skills

The Teacher Background Information (TBI) provides additional content information for teachers – enough to build confidence and context, but no so much as to overwhelm

The TBI and Notes in the lessons provide information about common student (and adult) misconceptions

Teachers are invited and encouraged to learn science alongside their students!

Science Companion and Everyday MathematicsKey synergies help teachers (and students) who use one

program learn to use the other:Philosophy/pedagogy Engage children as scientists/mathematicians (i.e., “doing” science or math) Explore and apply science/math in real-life contexts Revisit and develop content and skills over time; high expectations for students Emphasize cooperative, small-group work Emphasize critical thinking and classroom discourse/discussion Emphasize active learning; constructing knowledgeContent and materials Organization of teacher guides Meaningful student materials (journals, science notebooks, SRBs) Explicit and underlying content linkages (e.g., Grade 1 Weather Unit with EM

weather routines; Grade 3 Solar Unit with EM Sunrise/Sunset routine; application of grade-appropriate measurement and data skills in the context of science, etc.)

Science Companion:What’s in a Unit? THE REALLY IMPORTANT STUFF Teacher Lesson Manual Student Science Notebooks Student Reference Books (Grades 4 and 5; and soon

Grade 3!) ExploraGear Kit

THE OTHER VERY USEFUL STUFF Assessment Book Science Notebook Teacher Guide Teacher Masters and Visuals Teacher Reference Materials (online only)

TAKE A MOMENT: Do you have all of these items for your unit?

Lesson Clusters Lesson Clusters and groups of lessons (not

necessarily consecutive) that, together, develop/support one or more Big Ideas

Science Companion units generally consist of 2-5 lesson clusters

TAKE A MOMENT: Look at the Introduction to the _____ Unit and the Unit Summary table for your unit.

How many lesson clusters are there? What does each focus on? How do they connect with one another?

Science Companion:What’s in a Lesson? Before the Lesson

Quick Look and Preparation During the Lesson

Engage Explore Reflect and Discuss

After the Lesson Science Center Extensions Looking Ahead

AssessmentIn Science Companion, assessment is tied to Big Ideas.Assessment Resources The embedded assessment suggestions in the lessons, along

with the associated recording sheets (in the Teacher Masters) The additional assessment tools in the Assessment Book,

including: Rubrics for each Big Idea/Cluster Performance Tasks and Quick Check Items Skills and Attitudes Checklists and Self-Assessments Overviews of Assessment Opportunities Evaluation Guidelines, Blackline Masters, and Recording Tools

TAKE A MOMENT: Look at the Assessment section on the Quick Look page of any lesson in your Teacher Lesson Manual. Do the embedded assessment suggestions make sense to you?Then look at any Opportunities Overview page in your Assessment Book. Is it clear will you will find more information about the various opportunities? Also look at the rubric on the facing page for more information about the criteria. What questions do you have at this point?

Getting to Know Your UnitCONTENT Review the Big Ideas (see the Lessons at a Glance

page). Read the Teacher Background Information.

LOGISTICS FOR GETTING STARTED Use the Before You Begin Teaching (BYBT) section as

a checklist for preparing to teach the unit. You might also look at the Lessons at a Glance

pages to get the big picture for scheduling, etc. (Some units also have this information in the BYBT section.)

Questions?? Don’t be Shy! Contact:Debbie LeslieUniversity of Chicago, Center for

Elementary Mathematics and Science Education (CEMSE)

daleslie@uchicago.edu; 773-702-0444

Also check out www.sciencecompanion.com for lots of helpful information!