Elementary Science

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

6. Introduction Section The District’s 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 CaliforniaScience 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 Guide’s 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 I&E Standards • Matrix of Experimental Design and I&E 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

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 Unit’s 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. 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 What does it take for students to succeed in science?

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