science review curriculum council may 22, 2012
TRANSCRIPT
All Native American African American Hispanic Asian Caucasian
Science 0.190661478599222
0 0.0357142857142857
0.148148148148148
0.0769230769230769
0.248603351955307
Math 0.456521739130435
0.25 0.209090909090909
0.307692307692308
0.615384615384616
0.541076487252125
Reading 0.478260869565218
0.25 0.25 0.222222222222222
0.5 0.572649572649577
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
EXPLORE Grade 7 - % COLLEGE READY
Ethnicity
All Native American African American Hispanic Asian Caucasian
Science 0.334710743801654
1 0.0645161290322581
0.111111111111111
0.307692307692308
0.417391304347827
Math 0.506172839506174
1 0.161290322580645
0.222222222222222
0.576923076923079
0.605187319884726
Reading 0.611111111111112
0.5 0.311827956989249
0.333333333333333
0.576923076923079
0.708933717579251
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
PLAN Grade 10 - % COLLEGE READY
Ethnicity
Next Generation Update Paradigm shift in teaching science
The methodology for teaching science: Practices What we teach: Content- less content, deeper
learning Concepts: Cross cutting- endures across all
scientific strands (life science, physical science, earth science)
Engineering embedded
What was Reviewed Elementary
Interactive Science Pearson
FOSS Science Fusion
Houghton Mifflin National Geographic Active Science
Sangari
Middle Project Based Inquiry
Science FOSS IQWST Sangari Interactive Science
Pearson Science Fusion
Houghton Mifflin
Rationale: Why Active Science? Endorsed by NSTA past and present presidents and advised by Joe
Krajcik, University of Michigan & NRC Inquiry based; experiences, experiments aligned to the science
practices Ex. Each lesson begins with a big idea in a question format, embedded
probing questions drive learning Engaging experiments-differentiated process
Built around the 5 E’s of science: engage, explore, explain, elaborate, evaluate
Students document learning (data and observations, etc) with scientific writing in a science notebook
High quality labs with real life connections Answer question generated about the big ideas
Graphic organizers align with Treasures Paradigm shift– Data and habits haven’t gotten us different results Articulation of a K-8 program
Rationale: Why IQWST? The only resource that already aligns with the new
framework practices, core ideas, and cross cutting concepts
Only resource that addresses the need for a shift in the teaching of science
Two out of Four authors of curriculum were on the National Research Council that developed the framework
Product of a National Science Foundation funded research project (MI, OH, IL, TX, AZ, FL)
Literacy Component: Leann Sutherland, University of Michigan
Rigor
Staff Development Training and Staff development on content, cross cutting,
and practices Active Science and IQWST are the only resources
that have this embedded (others might say it but they weren’t designed with this in mind)
Coaching, modeling, co-teaching Staff development video clips of how to teach
Differentiation- Hands-on investigation (structured and open –ended) Technology: Digital access to books, games, web links
Video and digital links are provided for every lesson Current Events Ipad applications
Visual (pictures for Background knowledge), auditory (student discussion, read aloud, argumentation) and kinesthetic (hands-on)
Each lesson provides science vocabulary and definitions (ELL)
All students can access high levels of science content through practices EX: Parkview MS, Urban school
Literacy Connections Leann Sutherland, PhD University of Michigan
Access to science through hands-on investigations Read about it, write about it, talk about it Big questions access prior knowledge Predicting Writing Vocabulary development (ELL) Formulate research evidenced base arguments Teacher “before reading” and “after reading”