Free to ExceedFree to Exceed

An Old Idea Made NewAn Old Idea Made New

By Mary GregoryBy Mary Gregory

St. Lucie County School St. Lucie County School DistrictDistrict

Sh-h-h-h-h-hSh-h-h-h-h-h

CHF (Cold Hard Fact) #1CHF (Cold Hard Fact) #1

Student science experiences are Student science experiences are directly proportional to the comfort directly proportional to the comfort level of teachers.level of teachers.

Many students never do a classroom Many students never do a classroom based experiment.based experiment.

CHF #2CHF #2

National Board Certified National Board Certified Teachers are seeking Teachers are seeking mentoring hours.mentoring hours.

CHF #4CHF #4

Middle School considerations:Middle School considerations: - students and parents “burned out”- students and parents “burned out” -”researchers” have less than safe -”researchers” have less than safe

habitshabits - students with minimal parent - students with minimal parent

support are frustratedsupport are frustrated

CHF #4CHF #4

Money Is a ProblemMoney Is a Problem

- NBCT’s are Free- NBCT’s are Free - - Free to ExceedFree to Exceed materials are low materials are low

costcost - Food services will help us- Food services will help us - Grants ???- Grants ???

CHF #5CHF #5

Support and board approval is neededSupport and board approval is needed

- 4 labs per year will become a - 4 labs per year will become a requirement…in place by Jan. 05requirement…in place by Jan. 05

Elementary Expo will be on a Elementary Expo will be on a moratorium for 3 yearsmoratorium for 3 years

Grant writing efforts will be supportedGrant writing efforts will be supported

Galileo said that all objects Galileo said that all objects fall at a uniform rate of fall at a uniform rate of

9.8 meters/second/second.9.8 meters/second/second.

Galileo said that (in a vacuum)all objects fall at a uniform rate of

9.8 meters/second/second.

The Pyramid Plan for The Pyramid Plan for Free to ExceedFree to Exceed

MG

Eighteen

Experts

All K-5 Teachers

All K-5 Students

How the How the Free to ExceedFree to Exceed pyramid plan works:pyramid plan works:

GreenGreen Your Curriculum Specialist for Your Curriculum Specialist for

Science (Science (MMary ary GGregory) regory) facilitates efforts of eighteen (or facilitates efforts of eighteen (or more) National Board Certified more) National Board Certified Teachers.Teachers.

BlueBlue The NBCT’s meet as a “vertical” The NBCT’s meet as a “vertical”

team of team of “18 Experts”“18 Experts” to to insure maximum and insure maximum and appropriate coverage of appropriate coverage of Sunshine State Standards for all Sunshine State Standards for all grades K-5.grades K-5.

They also meet horizontally as They also meet horizontally as grade level teams of 3 to select grade level teams of 3 to select the best four activities to cover the best four activities to cover their grade’s needs. They will their grade’s needs. They will continue to meet both vertically continue to meet both vertically and horizontally throughout the and horizontally throughout the year.year.

How the How the Free to ExceedFree to Exceed pyramid plan works:pyramid plan works:

OrangeOrange Each “Expert” becomes a life line Each “Expert” becomes a life line

to 25 or 30 to 25 or 30 K-5 teachersK-5 teachers in a in a common grade to describe and common grade to describe and assist with the four selected assist with the four selected activities throughout the year. activities throughout the year. Teachers and NBCT “Experts” Teachers and NBCT “Experts” are matched based on proximity are matched based on proximity and convenience rather than and convenience rather than zone. As a mentor-mentee zone. As a mentor-mentee relationship for these 4 activities relationship for these 4 activities is established…mentors help is established…mentors help teachers teachers exceedexceed if they wish and if they wish and can communicate these new can communicate these new extensions back to their other extensions back to their other grade level NBCT horizontal grade level NBCT horizontal partners.partners.

YellowYellow The classroom teachers in every The classroom teachers in every

grade bring the 4 activities to grade bring the 4 activities to all all K-5 studentsK-5 students..

At Each Board Microphone!At Each Board Microphone!

Ongoing Scientific Experiment

Do NOT Open

Quotable QuotesQuotable QuotesStudents’ comprehension of text improves when Students’ comprehension of text improves when

they have had hands-on experiences with a they have had hands-on experiences with a science concept. science concept.

Motivating and engaging students to speak, ask Motivating and engaging students to speak, ask questions, learn new vocabulary, and write down questions, learn new vocabulary, and write down their thoughts comes easily when they are their thoughts comes easily when they are curious, exploring and engaged in science inquiry.curious, exploring and engaged in science inquiry.

Asking students to record data and conclusions in a Asking students to record data and conclusions in a science journal or to articulate and defend their science journal or to articulate and defend their views about science-related issues provides views about science-related issues provides excellent opportunities for students to clarify excellent opportunities for students to clarify their thinking and develop communications skills.their thinking and develop communications skills. Kreuger, A., & Sutton, J. (2001)Kreuger, A., & Sutton, J. (2001): Edthoughts: What We Know About Science : Edthoughts: What We Know About Science Teaching and Learning.Teaching and Learning. Aurora, CO: Mid-continent Research for Education Aurora, CO: Mid-continent Research for Education and Learning, p. 52-53and Learning, p. 52-53

GoalsGoals

Every K-5 student will actively participate in four Every K-5 student will actively participate in four designated “hands-on, minds-on” science designated “hands-on, minds-on” science activities each year.activities each year.

Every K-5 teacher will actively facilitate four Every K-5 teacher will actively facilitate four designated “hands-on, minds-on” science designated “hands-on, minds-on” science activities each year.activities each year.

All are All are Free to ExceedFree to Exceed..

TimelineTimeline

Timeline (summer) ambitious!Timeline (summer) ambitious!

– 6/8/046/8/04 8-10 am8-10 am OverviewOverview 10-12 am10-12 am Organize teamsOrganize teams 1-2 pm1-2 pm Organize Eighteen Expert Organize Eighteen Expert

toolboxestoolboxes 2-3 pm2-3 pm Make shopping listsMake shopping lists 6/9/046/9/04 AMAM Nick Z. and NASA suggestionsNick Z. and NASA suggestions Create a map of activities, using Create a map of activities, using

National Standards as a guideNational Standards as a guide PMPM Discuss troubleshootingDiscuss troubleshooting Complete shopping listComplete shopping list Design common rubricDesign common rubric Design common formatDesign common format

Timeline (summer)Timeline (summer) August, 2004August, 2004 Horizontal team meetings as desiredHorizontal team meetings as desired Four activities selected /gradeFour activities selected /grade Materials lists completed and sent to Materials lists completed and sent to schoolsschools *Aug. 14 Saturday meeting *Aug. 14 Saturday meeting

September, 2004September, 2004 Rubrics completedRubrics completed Questions completedQuestions completed Teacher binders ready to goTeacher binders ready to go *Sept. 11 Saturday meeting to *Sept. 11 Saturday meeting to practice and learn from each otherpractice and learn from each other

It Could Have Worked…It Could Have Worked… October, 2004October, 2004 All kits ready to goAll kits ready to go **Oct. 2 Saturday meeting to complete kits**Oct. 2 Saturday meeting to complete kits

November, 2004November, 2004 Teacher training all month (especially 11/12) Teacher training all month (especially 11/12) informal and flexibleinformal and flexible

All kits distributed to all schoolsAll kits distributed to all schools *Nov. 6 Saturday meeting to go over training*Nov. 6 Saturday meeting to go over training

December, 2004December, 2004 Present progress report to School BoardPresent progress report to School Board Two activities are ready to goTwo activities are ready to go All teachers ready for two activities All teachers ready for two activities

More to consider for More to consider for Free to ExceedFree to Exceed

Common Format Common Format

We chose KWL..W..LW..LWWe chose KWL..W..LW..LW

Common method of distribution Common method of distribution

We chose good old worksheet We chose good old worksheet style style

EvaluationEvaluation Common rubricCommon rubric

First some questions:First some questions: What do I want the student to be able to do?What do I want the student to be able to do? What do I want the student to know?What do I want the student to know? How can I tell when the outcome was achieved?How can I tell when the outcome was achieved?

Common journal (or logbook)Common journal (or logbook)

One book to follow student from K through 5.One book to follow student from K through 5.

In every journal:In every journal: One new question I have is…One new question I have is… The big thing I have learned is….The big thing I have learned is…. One new thing I can do is…One new thing I can do is… I want to remember…I want to remember…

Following the Rubric for AssessmentFollowing the Rubric for AssessmentFree To Exceed Design WorkshopFree To Exceed Design Workshop

Summer 2004Summer 2004

Behind the scenesBehind the scenes

Whole group meetingsWhole group meetings Free to ExceedFree to Exceed vertical teams vertical teams NTLB (No Teacher Left Behind) grade NTLB (No Teacher Left Behind) grade

teamsteams One on one mentoring/coaching/ One on one mentoring/coaching/

modelingmodeling ToolboxesToolboxes For Experts (Lifelines) For Experts (Lifelines) For TeachersFor Teachers

4 Clusters of Science SSS4 Clusters of Science SSSPhysical/ChemicalPhysical/Chemical

Life/EnvironmentalLife/Environmental

Earth/SpaceEarth/Space

Scientific ThinkingScientific Thinking

Including all SSS Including all SSS Free to Exceed Design WorkshopFree to Exceed Design Workshop

Summer 2004Summer 2004

Criteria for Selecting Free Criteria for Selecting Free to Exceed Activitiesto Exceed Activities

1.1. It is It is studentstudent hands-on. hands-on.

2.2. It fits our It fits our Free to ExceedFree to Exceed framework.framework.

3.3. The materials needed are The materials needed are veryvery low cost.low cost.

4.4. It will generate student It will generate student questions.questions.

5.5. It It connectsconnects ! !

National Board Teachers National Board Teachers making Some Tough Choicesmaking Some Tough Choices

Free to Exceed Free to Exceed Frameworks SummaryFrameworks Summary11stst 9 weeks 9 weeks

Scientific Scientific ThinkingThinking

22ndnd 9 weeks 9 weeks

Physical & Physical & ChemicalChemical

33rdrd 9 9 weeksweeks

Earth & Earth & SpaceSpace

44thth 9 weeks 9 weeks

Life & Life & EnvironmentalEnvironmental

KK ObservingObserving DensityDensity SoilSoil Animal Animal StructureStructure

11 GraphingGraphing FrictionFriction Water Water CycleCycle

Needs of PlantsNeeds of Plants

22 PredictingPredicting Physical/Physical/

Chemical Chemical ChangeChange

PlanetsPlanets Functions of Functions of PlantsPlants

33 VariablesVariables SoundSound Moon Moon PhasesPhases

Food ChainFood Chain

44 DescribingDescribing Force & Force & MotionMotion

ErosionErosion Environmental Environmental ResponsesResponses

55 ExperimentinExperimenting/Recording g/Recording

DataData

Flow of Flow of EnergyEnergy

MovemenMovement of Eartht of Earth

AdaptationAdaptation

Reviewing Criteria for Selecting Reviewing Criteria for Selecting Free to Exceed ActivitiesFree to Exceed Activities

The 24 “Square Worthy” The 24 “Square Worthy” ActivitiesActivities

!st 9 !st 9 wkswks

ScientifiScientific c ThinkingThinking

22ndnd 9 9 wks.wks.

Physical Physical & & ChemicalChemical

33rdrd 9 9 wks.wks.

Earth & Earth & SpaceSpace

44thth 9 wks. 9 wks.

Life & Life & EnvironmentEnvironmentalal

KK ““Magnets”Magnets” Sink or FloatSink or Float Comparing Comparing soil typessoil types

Animal ID CardsAnimal ID Cards

11 Food Food graphsgraphs

Ramps with Ramps with different different surfacessurfaces

Mason jar Mason jar modelmodel

Seeds germinatingSeeds germinating

22 ?????? Goop Goop solutionssolutions

T.P. T.P. Distance Distance measurememeasurementnt

TranspirationTranspiration

33 Growth of Growth of yeastyeast

What sound What sound travel travel through?through?

Models Models Catch me if you Catch me if you cancan

Th3 24 squares (cont.)Th3 24 squares (cont.)

44 Recognize your Recognize your rockrock

Inclined Inclined planes planes (potential (potential /kinetic /kinetic energyenergy

Models of Models of moon moon phasesphases

BlubberBlubber

55 PendulumsPendulums Electric Electric circuitscircuits

Designing Designing structures structures to to withstand withstand earthquakeearthquakess

Feeding Feeding structures structures of birdsof birds

Consultants from Our Scientific Consultants from Our Scientific Community Providing InputCommunity Providing Input

What’s Next?What’s Next?

Field TripsField Trips– Our research Our research

community is community is

waitingwaiting– It is just a matter It is just a matter

of timeof time