K – 12 District Science PresentationMonday, October 18, 2010

Presenters: Pete Bruecken Tanya Gilmore Jocelyn Kite Connie Chitty Beth Waller Carol Osborne John Cain

Supported by: Barb Jacobsen Kevin Roling

GOAL Observable and measurable end result

ACTION STEPS Activities needed to achieve goal

RESOURCES Means or factors needed to accomplish each action step

RESPONSIBILITY

Who will complete each action step

TIMELINE

Projected time period for completion of each action step

EVIDENCE OF PROGRESS

Documentation of progress toward or completion of goal

(ELEMENTARY)Provide a guaranteed and viable curriculum that enhances student achievement

Complete time equitability study Complete vertical and horizontal curriculum spiral study Identify curriculum resources to support student achievement Provide professional development to fourth grade teachers related to STC/FOSS Kits

Daily schedules or survey of teachers to begin time study Instructional Planner Update current curriculum guide and necessary resources Professional Development for kit based instruction through the VAST Center

Science team subcommittee Administration Teachers Fourth Grade Teachers

End of the 2010-2011 school year

A standard will be established to allow a minimum number of minutes per week or a minimum amount of weeks per quarter available for the delivery of science instruction. Teachers will receive an updated spiral delineating units/ chapters/ lessons/kits to be delivered. All District fourth grade teachers will complete training and teach an eight week kit-based science unit.

(MIDDLE)Provide a guaranteed and viable curriculum that enhances student achievement

Further develop an understanding of the Instructional Planner tool Further develop Iowa Core Units Further develop Formative Assessments

Iowa Core Training & Professional Development Professional Development Time Technology Support

Teachers Curricular Area Teams Grade Level Teams Administration

End of the 2011 – 2012 school year

Individual Career Development Plans Instructional Planner Units Formative Assessments

(HIGH SCHOOL)Provide a guaranteed and viable curriculum that enhances student achievement

Further develop Iowa Core Units of study through utilizing the Instructional Planner tool

Inquiry Study

Work collaboratively with colleagues

In-service training for instructional planner

Collaboration time

Teachers

Administration

Technology staff

End of 2011 – 2012 school year

Attendance at in-service training.

Participation in collaborative meetings with minutes detailing progress

Iowa Core Units in progress and under development through the use of Instructional Planner

K – 12 Science Action Plan

Bettendorf High School Science Department

Peter Bruecken, Paul Flynn, Barb Jacobsen, Jennifer Johnston, Katie

Kinsinger, Chris Like, Breelyn McMahon, Moira Truesdell, Scott

Wheat and Heather Wiley

All courses highlight Structured Inquiry as a strategy• Students discover Concepts using “hands-

on” learning• Students use technology to develop

discovered concepts• Students apply concepts to new situations

using writing skills• Students get a wide choice of courses to

meet graduation requirements.

Biology Students

observe cells in the

microscope and categorize

their structures

ChemistryStudents observe

different colors of flame tests and identify

colors with the different metallic

electron structures.

PhysicsStudents spin stoppers and

measure frequency

while controlling force and

radius

TechnologyAll students implement technology with probe-ware, Data Analysis,

Authorship, Information Sources and

Presentations

0 0.5 1 1.5 2 2.50

0.51

1.52

2.53

3.54

f(x) = 1.52861739836822 x + 0.220127677177295

Force Vs Acceleration

Acceleration (m/s/s)

Forc

e (N

)

CurriculumHistorically, curriculum was aligned

with McRel

National Standards and Benchmarks.

http://www.mcrel.org/standards-benchmarks/

Iowa Core Curriculum

We are currently

moving to the “Guaranteed

Viable Curriculum” as stated in

the Iowa Core

http://www.iowa.gov/educate/

Strong Focus on Lab Design

• Students learn in Labs that have large work spaces for “hands-on” activities• Students and teachers

employ presentation technology • Students have access to

computers and internet in all labs

Cross-Curricular Activities: Writing To Learn

• We implement Writing To Learn strategies for Quadrant D activities

• Entire school initiative / data collection

• Example: Machiavelli and the Atomic Bomb

• Usually involves exit strategy or application

http://www.leadered.com/pdf/academic_excellence.pdf

Examples of Everyday Activities

• Chemistry: Teachers use Kool-Aid to explore properties of solutions

• Physics: Students measure a motion of their choice using video technology

• Biology: Students use Electrophoresis to separate DNA

Strong Planetarium Program

• Run age/content appropriate programs for elementary classes

• Run cross-curricular programs for social studies, language arts, etc.

• Run science programs for astronomy, biology and physics

Strong AP ProgramWe offer…AP BiologyAP ChemistryAP Physics B

Challenges

• Iowa Core: We are currently working on aligning the Iowa Core with BHS science curriculum.

• Instructional Planner: We need adequate time to implement this approach to align and improve previously developed units.

• Deep levels of inquiry within all courses.• Increase enrollment in AP Chemistry

Bettendorf Middle School Science Department

• Sylvia Faust• Kevin Roling• Chad Uhde• Janelle Orange• Brad Cole• Tanya Gilmore• Nate Hernandez

Strong Emphasis on Differentiation

6th grade: worm lab, acid precipitation

7th grade: cell project, crime scene investigation, graphing

8th grade: states of matter labs, element project, graphing

See example

Strong Instructional Strategies

Note-taking tips - book & instructor

Peer tutoring, study groups

Community involvement

Strong Instructional Strategies

Graphing in Excel Variety of activities

including Quadrant D activities

Lab Reports in Word 8th grade tech

assessments

Iowa Core Implementation

Where we are now– all grade levels have copies of

expectations & have done gap analysis

Where we want to be– no gaps

Moving forward – Iowa Core alignment (ex. space

science in 6th grade curriculum)– Inquiry study

Assessments (area of strength)

Formative Welcome tasks (sample) iGoogle docs (pretests) Quizzlet Constructive Response Tech Assessments (8th) Rubrics (sample) Checklists Peer assessment (sample)

Summative ITBS Unit quizzes Unit tests Post-tests Rubrics

Professional Development

• Grade level & middle school science team meetings, as well as house meetings w/ other curricular areas

• Continuing education courses • Vertical articulation: student transitions • Administrative involvement• Attend technology & science conferences

Supports for Students Academic hour, 9th hr., Saturday

school Work time: TA, study halls, & after

school Extended Learning Program Peer tutoring, study groups,

differentiated learning opportunities, Quadrant D activities

Online resources: Infinite Campus (K-12) school websites study guides

Content ResourcesScience textbooks (new & old)

Internet (chem4kids, physics4kids)

Variety of lab experiments (logger pro – real time graphing)

iGoogle docs, Quizlet

Bettendorf Elementary Science

Delivered by all or the majority of K – 5 Teachers

Content

• Program– Macmillan/McGraw-Hill

Science (2005)• Standards-based content• Readable content with strong

visual connections and hands-on activities

– Life Science, Earth Science and Physical Science is taught at each grade level

Iowa Core Implementation

Where we are now:– Iowa Core has been visited

Where we need to go:– alignment and articulation needs further analysis

to move towards implementation

Instructional Strategies

• Kindergarten through 2nd Grade– K-2 have Big Books and literature connections that

teach content• Introduction of textbook with series at 2nd grade level

– Content is delivered through various strategies• Teacher-directed delivery of Big Book and textbook

literature• Hands-on Explore Activities that introduce lesson and

building inquiry skills• Activities that meet diverse learning styles and levels

– Written response, diagrams/drawings, differentiated activities and assessments

Instructional Strategies• Third through Fifth Grade– Textbooks and literature connections are used to

deliver content through various strategies• Hands-on Explore Activities introduce lessons and build

inquiry skills• Activities that meet diverse learning styles and levels

– Written response, diagrams/drawings, differentiated activities and assessments

• Where we need to go:– Hands-on, Inquiry-Based Instruction– Implementation of STC/FOSS Science Kits

Instructional Strategies

• Cross-Curricular Integration– Shared Reading/Literacy

• Non-Fiction and Fiction books used that make connections to content that build student understanding in science and literacy• Writing

– Complete written responses as well as research projects related to science curriculum

– Mathematics• Mini-lessons are included in units that develop

measurement, graphing and number sense skills

Instructional Strategies• Technology Integration– Science program series has a website for teacher

and student access• www.science.mmhschool.com• Games and review activities• E-journal activities for grades 3-5

– Promethean ActivBoards– Discovery Education Streaming• Teacher access to digital video clips, images that

correlate and enhance content/curriculum

Assessments

• Formative Assessments– Ongoing Assessments• Graphic organizers, observations, questions-and-answer

sessions, journal entries, checklists

• Summative Assessment– Lesson quizzes, Chapter tests– Performance Assessments• Students complete assessments where they apply

knowledge• Use of performance based rubrics

Professional Development

• Current Practices– 4th grade teachers are receiving training for

implementation of STC science kits for electricity unit

• Needs– Revisit spiral of science curriculum in K-5– Decision-making in implementation of STC/FOSS

kits for K-5• Like to see at least 2 kits per grade level

Strengths

• Access to Hands-on activities/Explore activities

• Strong vocabulary base• Vertical balance of standards and benchmarks

(spiraling curriculum)

Areas for Improvement

• Curriculum training (STC/Foss)• Need for implementing more inquiry based lessons• Alignment with Iowa Core• Professional development related to teaching

science methodology• More integration of writing with science• Time allotment• PreK Resources

GOAL Observable and measurable end result

ACTION STEPS Activities needed to achieve goal

RESOURCES Means or factors needed to accomplish each action step

RESPONSIBILITY

Who will complete each action step

TIMELINE

Projected time period for completion of each action step

EVIDENCE OF PROGRESS

Documentation of progress toward or completion of goal

(ELEMENTARY)Provide a guaranteed and viable curriculum that enhances student achievement

Complete time equitability study Complete vertical and horizontal curriculum spiral study Identify curriculum resources to support student achievement Provide professional development to fourth grade teachers related to STC/FOSS Kits

Daily schedules or survey of teachers to begin time study Instructional Planner Update current curriculum guide and necessary resources Professional Development for kit based instruction through the VAST Center

Science team subcommittee Administration Teachers Fourth Grade Teachers

End of the 2010-2011 school year

A standard will be established to allow a minimum number of minutes per week or a minimum amount of weeks per quarter available for the delivery of science instruction. Teachers will receive an updated spiral delineating units/ chapters/ lessons/kits to be delivered. All District fourth grade teachers will complete training and teach an eight week kit-based science unit.

(MIDDLE)Provide a guaranteed and viable curriculum that enhances student achievement

Further develop an understanding of the Instructional Planner tool Further develop Iowa Core Units Further develop Formative Assessments

Iowa Core Training & Professional Development Professional Development Time Technology Support

Teachers Curricular Area Teams Grade Level Teams Administration

End of the 2011 – 2012 school year

Individual Career Development Plans Instructional Planner Units Formative Assessments

(HIGH SCHOOL)Provide a guaranteed and viable curriculum that enhances student achievement

Further develop Iowa Core Units of study through utilizing the Instructional Planner tool

Inquiry Study

Work collaboratively with colleagues

In-service training for instructional planner

Collaboration time

Teachers

Administration

Technology staff

End of 2011 – 2012 school year

Attendance at in-service training.

Participation in collaborative meetings with minutes detailing progress

Iowa Core Units in progress and under development through the use of Instructional Planner

K – 12 Science Action Plan