WELCOME ! Introduction to Teaching Science as a Cluster Specialist

1. WELCOME ! Introduction to Teaching Science as a Cluster Specialist ………………………………………. Richard Tudda, Achievement Specialist Networks 604 & 609 Wednesday, September 7th, 2011

2. New York City Department of EducationNetworks 609 & 604 – Debra Van Nostrand and Richard Gallo, Network Leaders • SCIENCE MEETING • Richard Tudda, Achievement Specialist • Wednesday, September 7th, 2011 • Public School 26 • AGENDA: • Introduction to Teaching Science • Welcome ~ Introduction ~ Thanks to P.S. 26 ~ Agenda Review • NYC DOE Chancellor’s Initiatives – The Three Asks • Our Standards – What standards do we use? • NYC Core Curriculum • Resources – Where do we find all relevant information? • -The NYC DOE Website • -FOSS Website • -Harcourt Website • -Glencoe Website • -Network 604/609 Website • Scientific Notebooking – What is a science notebook and what is its’ content? • . -DOE Item Analysis • . -DOE Item Bank • COLLABORATIVE INQUIRY • NYC Science Safety Manual-Outline (Complete Manual to be downloaded) • Reflection and Feedback • Raffle Drawing ~ Good Luck! • Thank You for Your Participation!

3. Icebreaker: Think, Pair & Share • THINK: Take a moment to think of something that you recently did that was “green” and therefore intended to help our environment. • PAIR: Tell your neighbor about this green act. • SHARE: Kindly introduce yourself to the group and share your green act with the group!

4. I. Citywide Expectations for 2011-2012 • • Adopt Danielson’s Framework for Teaching, a research-based teaching framework that articulates clear expectations, to serve as the focus for classroom visits and feedback. • • Looking at student work / collaborative inquiry • Teacher teams plan and engage in selecting/adapting/designing Common Core aligned, curriculum-embedded tasks

5. City Wide Instructional Expectations 2011-2012: • These are the Chancellor’s “3” ASKS: • Strengthening student work by examining and refining curriculum, assessment and classroom instruction and: • Strengthening teacher practice by examining and refining the feedback teachers receive. • Curriculum Mapping / ELA & Math task: • Engaging all students in at least one literacy task and one math task aligned to strategically selected Common Core standards

6. II. The Standards:What Standards Do We Use? • New York State Elementary & IntermediateScience Standards • Now let us take a look at the • Science Core Curriculum for grade K – 4 and or 5-8: • What are some of your major noticings? • How is this document arranged? • These standards are the content, that is, they are “what to teach”

7. New York City Scope & Sequence • Now let us take a look at the K-8 Science Scope & Sequence • What are some of your major noticings? • How is this document arranged? • How does this document connect or overlap with the New York State Core Curriculum Standards?

8. The Common Core Learning Standards (CCLS) • We use these standards we are reading or writing in the content area of science and when we are writing curriculum maps and unit plans. Science is embedded in the preK-5 CCLS. There are separate Science standards in the secondary section of the CCLS. • What are some of your major noticings? • How is this document arranged? • Where do you find the College and Career Readiness Anchor Standards for…..Reading? Writing? • Where do you find the Standards for Literacy in History/SS, Science and Technical Subjects? • The CCLS can be found at the following website: http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsela.pdf

9. Let’s now visit our NYC DOE Science Website to access the FOSS/NYC Planning & Pacing Guides: • Go to the NYC DOE Official Website at: • http://schools.nyc.gov/default.htm • Click on “Offices & Programs” on right side • Click on “S” or scroll down to Science and click • You will then see your choices: • Science • Standards/Curriculum • Parent Resources • Educator Resources (Click here to get to Planning Pacing guides)

10. III. Our NYC Core Curriculum • Elementary: • FOSS http://www.fossweb.com/NYC/resources.html • Harcourt http://www.harcourtschool.com/menus/science/index_nyc.html • Or a blend of FOSS & Harcourt • Middle: • Glencoe http://www.glencoe.com/sites/new_york/teacher/science/index.html

11. FOSS has set out to achieve three (3) important goals: • To provide all students with science experiences that that are appropriate to their cognitive stages of development and serve as a foundation for more advanced ideas that prepare them for life in an increasingly complex scientific and technological world. • Provide all teachers with a complete, flexible, easy-to-use science program that reflects current research on learning, including collaborative learning, student discourse and embedded assessment. It uses effective instructional methodologies, including hands-on active learning, inquiry, integration of disciplines and content areas and multi-sensory methods. • Meet the community science-achievement standards and societal expectations for the next generation of citizens of the 21st century.

12. FOSS Teacher Guide Walkthrough: • FOSS Introduction Tab: • Discusses Foss Philosophy, assessment, program components (generic), using the guide and science strands • Overview Tab: • Lists Goals, National Standards, Teacher-Background Information for that unit, Science for Children, Organizing the Classroom, Assessing, Pacing (for insects), Safety, A Matrix • Materials Tab: • Kit Inventory List (for each drawer) • Materials Supplied by Teacher List • Preparing the Kit – (for ex. Ordering insects…) • (Creating Charts): • Word bank • “What We Learned” (content/concepts) • (Insects Unit) Life Cycle Summary Sheets – used at the end of each investigation • Investigations Tab (the “lesson plans”): • Gives a summary of each investigation (materials/getting ready), the Focus Questions, the content & opportunities for assessment • Background for the Teacher and what to Teach the Children • Interdisciplinary Extensions for other content areas and Home/School Connections 13

13. FOSS Teacher Guide Walkthrough (continued): • Investigation Duplication Masters Tab: • Letter to Parents~Science News… • Duplication Masters for each investigation • Assessment Tab • Formative Assessment ~ teacher observations, notebook entries… • Summative Assessment ~ End-of-Module Assessments, Portfolio Assessments… • Assessment Duplication Masters Tab: • Anecdotal Notes Sheet, Assessment Checklist (Suggestion - fill in the names of your students and make copies of the Anecdotal Notes and Assessment Checklist pages) End-of-Module Assessment, Portfolio Assessment (all in English & Spanish) • Science Stories Tab: • The Literacy component ~ nonfiction science stories for each module • Resources Tab: • Additional literature (fiction, as well) and videotapes • FOSS Website Tab: • www.fossweb.com Video demos of every module, teacher, student and parent resources…

14. IV. Resources – Where do we find relevant Science information? • Go to The NYC DOE Site: http://schools.nyc.gov/default.htm: • Click on the following: • -Offices & Programs (on left) • -go to “S”, to Science • -On the left Side -go to either: • Standards/Curriculum • Parent Resources • Educator Resources

15. The FOSS WEBSITE….FOSS Demonstration Lessons • Where do we find the FOSS Video Demonstration Lessons?

16. http://www.fossweb.com/NYC/resources.html 17

17. http://www.fossweb.com/NYC/teacher_resourcesExcellent Video demos and resources!Username: fossnyc Password: fossnyc

18. FOSS Demonstration Videos: • We will now learn how to access and view the FOSS Module Videos either by visiting the online Foss site –or- by watching the Teacher Preparation DVD, which accompanies each kit. We will gain a clearer understanding of: • Module Equipment and Information • “Before you Begin” Preparation • Each Investigation • (Program Resources) • (Module Teaching Resources) 19

19. Feedback: 20 • Your feedback is both appreciated and valued! Please be specific regarding future workshops to help meet your needs, your students’ needs and the needs of your school. • RAFFLE DRAWING ~ Good Luck! Thank you for your participation!

20. Click: Harcourt NYC Science

22. Under Publisher’s Website for NYC TeachersClick: Harcourt K-6

23. Glencoe ~ Middle Schoolhttp://www.glencoe.com/sites/new_york/teacher/science/index.html

24. The Network 604/609 Website • Our dual-Network has created a comprehensive website which can be found at: www.604and609.org • This website contains information and ALL powerpoints from previous training in all of the content areas. • When you scroll to science you will find all of the material from my previous workshops which includes the Powerpoints and other relevant documents.

25. V. Setting Up a Science Notebook • By utilizing science notebooks, your students will begin to draw, write and think like Thomas Edison, Marie Curie and Louis Latimer. By using science notebooks, students both show evidence for their work and are held accountable for it. By examining student notebooks, you will be able to assess student learning and effectively differentiate lessons. You as the teacher can model this process by keeping your own science notebook. This notebook can be used for inquiry-based investigations, journal entries, data collections, daily note taking and reflections. Some suggestions for productive use: • • Date and time should be entered; a traditional heading is not necessary. • • Students keep notebooks on their desk during an investigation • • Students should be encouraged to use their notebooks to record data, charts, artifacts, and drawings. • • Students should not erase in their notebooks. • There are many ways to set up a science notebook. Here is one possible model you can use. The students reserve the first three pages for the Table of Contents. Each page thereafter is numbered. Depending on your preference, your students may use the end of their notebook as a Word Wall and/or Annotated Bibliography. (Taken from NYC DOE WEBSITE)

26. Setting Up a Science Notebook • The First Page for students:

27. Setting Up a Science Notebook • The Last Page for students:

28. Setting Up a Science Notebook • Science notebooks can be used to help students develop, practice, and refine their science understanding, • while also enhancing reading, writing, mathematics and communications. They can • be a place where students record topics learned in class and their own interests. Science notebooks • are also places where students record their wonderings, sketch observations, draw charts and graphs, • and collect pictures and artifacts. They are used to integrate reading, writing, mathematics, • and science. You and your students should begin to draw, write and think like a scientist using • your science notebook. • Here are a few basic ideas what should go in a science notebook: • 1. Everything should be recorded, even mistakes. There should never be erasing in a science notebook. • 2. All data should be recorded and organized • 3. All procedures, materials, hypothesis, conclusions and all parts of the experiment should be recorded • 4. Any questions that arise should always be written in the notebook. • 5. All references used should be noted. • 6. Any new information from videos, DVD’s, reading, experiences, discussions should be stated • 7. All reflections should be recorded • 8. Any new questions that arise or other experiments the student may want to try should be written • down in the notebook. (taken from NYC DOE WEBSITE)

29. Scientific Notebooking • Educator Resources • How to Use Science Notebooks • Some resources to help you in developing science notebooks in your classroom:Setting Up a Science NotebookWhat Goes in a Science NotebookWebsites for Science NotebooksExcellent Publications for Science NotebooksNotebook Resources from NSTA (National Science Teacher Association)

30. VI. DOE Item Analysis: Where do we start? • Go to The NYC DOE Site: http://schools.nyc.gov/default.htm: • Click on the following: • -Offices & Programs (on left) • -go to “S”, to Science • -go to Science Educator Resources (on the left side). • -Under Curriculum and Assessment, click on the following link: • Science Test Data- NEW!!  2009 Data Added • Item Analyses for the Grade 4 and Grade 8 New York State Science Tests – 2006 to 2009 and Item Banks for the Grade 4 and Grade 8 NYS Science Exams

31. The Item Analysis

32. Click on: NYS Science Test Item Analysis….

33. Click on the tiny arrow on the lower right-hand side of the yellow rectangle and scroll-down to find your school.

34. What information do you see?

35. When you click on an Item # it will show: The actual page from the test-and-The Complete NYS Science Standard, which is being tested

36. To Access The Answer Grid, Extended Response Rating Guide and The Entire Written Test just click on :2009Click here for the Multiple Choice Answer KeyClick here for the Ex Response Rating GuideClick here for the Entire Written Test

37. PLEASE NOTE:The Performance Questions: Since the PERFORMANCE section of the NYS Assessment is secure, you will not be able to access any questions through the Item Analysis or Item Bank. If you are unfamiliar with this section, you can access the Test Manual For Administrators and Teachers on the NYS Website, which can be found at: Grade4: http://www.p12.nysed.gov/osa/sam/sci/gr4sci10.pdf Grade 8: http://www.p12.nysed.gov/osa/sam/gr8sci08.pdf

38. Part VII. How do we access the Item bank? Just below the Item Analysis-links, you will see the links for the Item Banks for NYS Science Exam Grade 8 and Grade 4!

39. You will see the following instruction page:

40. The Item Bank Index: What useful information does it reveal and how can we use it?

41. To get DIRECTLY to the bank of items, which address the NYS Standard highlighted in blue, just click on the standard!

42. VIII. What Is Collaborative Inquiry? Adapted from NYC Common Core Library website Collaborative inquiry is a structured professional collaboration whereby educators engage in systematic analysis of student assessment data, student work, and teacher work, resulting in adjustments to curriculum, instruction, assessments and resource allocation to improve learning outcomes for students. Collaborative inquiry can look very different in different contexts, but there are some common threads across all teams, mainly that teachers evaluate the effectiveness of their collective work through the lens of student work and data. Effective inquiry process can be a vehicle for examining and transitioning to the CCSS.

43. What Is Collaborative Inquiry? Adapted from NYC Common Core Library website Collaborative inquiry is: Focused on student outcomes, using a systematic, data-informed approach. Conducted by teams of teachers with a focus on small groups of students, paying close attention to those who are struggling while supporting the learning of all students. Designed to develop and deepen rigorous, research-based instructional strategies and frameworks. Structured to promote distributive leadership, which in turn leads to systemic and sustainable change

44. Looking at Students’ Thinking Protocol Note-taking Guide

45. Looking at Students’ Thinking Protocol Note-taking Guide Part II

46. The Value of Collaborative Inquiry Using an inquiry approach can improve student outcomes, develop teacher capacity, and build school capacity by: Organizing teachers around the learning of a select group of students for whom they then share responsibility. Building upon and deepening the work of existing teacher teams. Creating a "learner-centered school" where administration, faculty and students are continuously studying their own work and exploring new ways to be more effective. Focusing teachers on aligning assessment, curriculum, instruction, and professional development to generate school-wide improvement. Establishing and/or deepening collaboration and communication between school and home where parents/caregivers are partners in supporting their children's growth. Supporting the sharing of work within and across schools = INQUIRY SPACES on ARIS -NYC DOE Common Core Library Adapted from NYC Common Core Library website

47. New York City Science Safety Manual – OUTLINE Grades K – 12 http://schools.nycenet.edu/offices/teachlearn/science/ScienceSafetyManual.6.17.08.pdf • Reasons that a new Science Safety Manual was put together: • There have been changes in the NY State and NYC curricula since the last Science Safety Manual was issued in 1996 • There have been revisions to the performance assessments since 1996 • There has been a growing emphasis on hands-on instruction and group activities • Contacts and protocols have changed • There was a need to review, revise and update the lists of carcinogens, dangerous chemicals and banned chemicals • The new document reflects questions surrounding the use of hot plates vs. Bunsen burners; the elimination of alcohol burners, and elimination of the use of bodily fluids in any manner • The new document includes a designation of responsibilities – an overview of the roles of each of the members of the school community, including: a) Principal, b) Assistant Principal, c) Teacher, d) Lab Specialist, e) Custodian, f) Designated Right-To-Know staff member, and g) Students • Items of specific importance: • All science laboratory teachers are required to review the Science Safety Manual and submit a signed statement indicating that they have read and understand the contents of the Science Safety Manual (Refer to Page 4). • The first laboratory in each semester should be a review of the Student Laboratory Safety Contract. In addition, a review of the general safety rules and the location and purpose of all of the safety equipment in the laboratory including the fire extinguisher, fire blanket, first aid kit, eye wash, shower, room exits and telephone number of the nurse. (Refer to Page 26). • An overview and sequencing of the Living Environment Mandated Laboratory Activities (Refer to Page 41). • An overview of the general considerations when using Chemicals (Refer to Page 48). • Directions that are specifically for Science in Grades K – 8 (Refer to Pages 81 – 87). • Steps to a Safe and Clean Laboratory and a chemical inventory checklist (Refer to Pages 93 - 96). • Chemicals that are incompatible (Refer to Page 97) and chemical removal request form (Refer to Page 106). • The Fire Code for the City of New York Chapter 34 Schools (Refer to page 116). • Safety Telephone Numbers and Websites (Refer to Page 122). Many lab specialists reproduce, laminate and display this page in the labs and in the prep room areas for easy access. • A list of the Borough ISC Centers and the New York City Department of Education Office of Occupational Safety contact information (Refer to Page 123). • PLEASE download the complete manual @ http://schools.nycenet.edu/offices/teachlearn/science/ScienceSafetyManual.6.17.08.pdf

48. FEEDBACK: • Your feedback is both • appreciated and valued! Thank you for your participation!

49. Thank your for your participation! • RAFFLE DRAWING ~ GOOD LUCK!