The document discusses strategies for improving science curriculum and instruction, including aligning curriculum to standards, using inquiry-based lessons, and focusing on science processes rather than just content. It provides examples of hands-on activities like paper helicopter experiments and emphasizes teaching science through questioning, evidence-gathering, and collaboration over time to develop student understanding.

1. Bentley Richert Science Curriculum Specialist [email_address] Science Matters

2. Questions/Concerns

3. Questions/Concerns Science Standards Science Assessment

4. Best Science Experience Ever Think about the best science lesson you have taught. Share with a person sitting next to you. What traits do they have in common?

5. Concerns Less class time being devoted to Science Teachers uncomfortable with science concepts Shortage of “qualified” science teachers Testing driving to content knowledge

6. 5 E’s of Science Experiences Engage Explore Explain Elaborate Evaluate

7. Activity Rules: 15 Seconds to study letters After the list is hidden . . . Take out a piece of paper and write down as many letters as you can remember

8. J FKFB INAT OUP SNA SAI RS

9. Write down the letters 15 seconds Do NOT compare or share Let’s do it again

10. JFK FBI NATO UPS NASA IRS

11. Write down the letters 15 seconds What happened and why?

12. Paper Helicopters

13. Testable Question Can be investigated in the science classroom. Does not require unavailable equipment. Is not a research (fact-finding) question. What happens if . . .

14. Recipes for Science Paper Helicopter Experiment Roto-Copter Compare our helicopter experience with the examples . . . What can you say

15. Essential Features of Classroom Inquiry (NSES) Learners are engaged by scientifically oriented questions Learners give priority to evidence, which allow them to develop and evaluate explanations Learners formulate explanations from evidence to address scientifically oriented questions Learners connect their explanations to scientific knowledge Learners communicate and justify their proposed explanations

16. 3 Levels of Inquiry Structured Inquiry Guided Inquiry Open Inquiry

17. Structured Inquiry Step-by-step instructions Students decide observations to record Must figure out the meaning of the data

18. Guided Inquiry Students choose what data to gather Interpret data Design a procedure to address a given question

19. Open Inquiry Students think of a testable question Design a procedure Collect and interpret data

20. The Learning Cycle Invitation Application Exploration Concept Introduction

21. Prior Knowledge

22. Make Connections

23. Whose job is it? Student Explore Investigate Discuss Represent Construct Teacher Guide Question Discuss Create Safe Environment Listen and Clarify

24. Beyond the Science Kit -- Wendy Saul and Jeanne Reardon “ Science involves asking and attempting to answer questions about the physical world, questions about which there is evidence. Some call this process of asking and answering questions inquiry.”

25. Themes Infused in the Science Standards We learn science . . . by doing science through inquiry through collaboration over time by developing personal knowledge

26. Not all about content Teach the scientist as well as the science Discuss how students arrived at their answers/conclusion Focus on strategies/processes and answers

27. Getting Results Improvement of a science program which will improve student science performance. Quick Easy

28. No “silver bullets” available Align Curriculum Teaching Methods Promote Value Teachers Students Community

29. Alignment of Instructional Materials Prioritize topics Supplemental lessons or units Re-organize chapters Eliminate or combine topics and/or lessons

30. The only source of knowledge is experience. -- Albert Einstein