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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

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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

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Background

California Science Framework

AcademicContent

Standards

CaliforniaStandards Test (Grade 5)

Instructional Guide

State and District Policy

State-adopted

Textbooks

SupplementalMaterials

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Introduction Section

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.

The District’s vision for Science instruction is to:

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Introduction Section

The Instructional Guide is based on the 1998 California Academic Content Standards in Science and the 2003 California Science

Framework Guiding Principles

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Introduction Section

Academic Content

Core and Additional Vocabulary

Assessment

Instructional Support

Immersion Units

Published Resources

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Introduction SectionDelivered through the Local

DistrictsPrimarily school-basedArticulation of resources in the

GuidesBuild a coordinated

infrastructure at the local level Increase teachers’ familiarity

with the content and strategiesBuild diagnostic tools for

classroom use Increase the use of academic

languageReflect on what works

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Introduction Section

Closing the Achievement Gap

Culturally Relevant Education Initiative

Overarching Principles

Title III Initiative

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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

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Introduction SectionTypes of Differentiation for Science

TimeComplexity and ScaffoldingScience Materials

Identifying Students with Special Needs

Differentiating Instruction for StudentsEL, SEL, less-proficient readersAdvanced LearnersStudents with Disabilities

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Introduction Section

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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

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“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 AssessmentPage 8

Tools for Professional Development

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“Graphic Organizers are tools showing the relationships among scientific concepts

to illustrate student knowledge.”

Strategies for Assessment

pages 9-10

Tools for Professional Development

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“When made a regular part of instruction,

reflection can deepen and broaden

student understanding of

the content.”

ReflectionPage 23

Tools for Professional Development

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Tools for Professional Development

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Tools for Professional Development

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Instructional Modules

• Physical Science

• Earth Science

• Life Science

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Navigating the ModulesThe Right

Side of each Module has

tabs to identify the section of

the Module

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Navigating the Modules

The Left Side of

each page has a place

to take notes

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Navigating the Modules

The footer identifies the grade level,

module, section, and page number

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Navigating the Modules

Headings are and sub-

headings are articulated

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Navigating the Modules

Additional Lessons are marked with a picture of a book

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Navigating the Modules

… and a space for a student to write their name

Student work pages are marked with a notepad…

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Module Introduction

The focus of the moduleConnections to earlier grades (K-4)Connections to later grades (5-12)An introduction to each module sectionBackground information for the teacher

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Key Knowledge and Concepts

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Module Vocabulary

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Periodic Assessment

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Periodic Assessment

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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

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Unit Vocabulary

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Published Resources Chart

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Published Resources Chart

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Standards Alignment Chart

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Additional LessonsContent StandardsFocus ConceptsPurposeBackgroundPreparation for the Teacher (if needed)Materials neededProcedures for each part of the lessonDiscussion StartersBlack-line masters for teacher or student use

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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

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Disciplinary Literacy

Cal

i forn

i a C

o nt e

n t S

tand

ards

5 Essential Features of Inquiry

institute for learning, University of Pittsburgh

Learn

ing S

cien

ce C

ontent a

nd Pro

cess

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Module Planning CalendarThis 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.

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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 FrameworkModule Vocabulary ChartCore Vocabulary Defined

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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

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What does it take for students to succeed in science?

• 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

The Elementary Science Instructional Guide

Designed to assist teachers in helping all students succeed in science