Elementary Science CurriculumLiesel Steines, Director of Curriculum & Instruction

April 4, 2017

Scientific and technological literacy for an educated society“Beyond the concern of employability looms the larger question of what it

takes to thrive in today’s society. Citizens now face problems from pandemics to energy shortages whose solutions require all the scientific and

technological genius we can muster. Americans are being forced to increasingly make decisions—including on health care and retirement

planning—where literacy in science and mathematics is a real advantage.”http://nextgenscience.org

Our Elementary Science Curriculum Writing Team

Megan Reilly, Pre-K

Stacy Raphael, Gr. K

Stacey Melhorn, Gr. K

Lesley Kroczynski, Gr. 1

Marissa Lindenthaler, Gr. 2

Alex Neithardt, Gr. 2

Christine Rizzi, Gr. 3

Christine Higgins, Gr. 4

Sue Appaluccio, Gr. 4

Denise Liedel, Gr. 5

Theresa Corage, Gr. 5

Committee Chair

Eileen Antonison, FAMS

FLPS Science Mission The Franklin Lakes Public Schools’ Next Generation Science Standards/ NJSLS-aligned Science programming provides students with authentic experiences that foster wonder and curiosity, and empower them to develop an appreciation for - and wider understanding of - our world. Through guided inquiry, hands-on investigations, and integrated STEM learning, teachers facilitate the acquisition of scientific & engineering practices, skills, concepts, and content necessary to make evidence-based decisions and solve real world problems. It is our mission to develop students’ scientific literacy, 21st century skill sets, and readiness for college and careers, by providing them with opportunities to perform the work of scientists through investigation, data collection and analysis, and the construction of explanations and arguments that are grounded in evidence, while also advancing appreciation, joy, excitement, and intellectual awareness of the natural and human-made environment.

FLPS Science Mission Statement (continued)

Students will:

● Become lifelong learners and productive citizens in a dynamic, global society.

● Acquire understanding of and make connections between scientific phenomena across the four domains: life, physical, earth & space, and engineering design to develop a coherent and scientifically-based view of the world around them.

● Engage in scientific & engineering practices that build, deepen, and apply their knowledge.

● Utilize technology as a means to enhance and extend applications of science.

● Utilize inquiry to build upon understanding of core ideas within and across the four domains as they progress through coherent courses of study.

● Develop a respect for evidence by inquiring, observing, collecting, interpreting and analyzing data in order to answer scientific questions.

● Demonstrate learning through a wide range of experiences and varied assessment strategies.

● Recognize the varied perspectives, both objective and subjective, on scientific topics, choices and decisions within society.

● Develop the scientific knowledge base necessary to support awareness, informed decision-making, and problem-solving that advances sustainability efforts for the environment and world.

The Next Generation Science Standards

● K-12 Science should reflect the interconnected nature of science as it is practiced in the real world

● The NGSS are performance expectations● NGSS Science concepts build coherently from

K-12● Focus is on deeper understanding of content and

application● Science and engineering are integrated from K-12● The NGSS are designed to prepare students

college, career, and citizenship● The NGSS and Common Core State Standards /

NJSLS (ELA and Math) are aligned

[NSTA Position Statement]

Curriculum Writing Highlights

Spring 2016

BoE approves TeachTCI: Bring Science Alive as K-5 curricular

resource

Summer 2016

Curriculum writers receive training to initiate

Science curriculum writing

School year 2016-2017

Curriculum writers pilot NGSS-aligned units of study/

Bring Science Alive

PD & Curriculum Implementation Highlights

January - June 2017

Full Staff NGSS Trainings

● Jan. - NGSS Day of Fun! ● Feb. - STEM Integration PD● Jun. - Bring Science Alive

Resource training

September 2017

Full implementation of NGSS-aligned science

curriculum, Pre K-5… and Year 2 of

implementation for gr. 6-8

School year 2016-2017

Curriculum Writer Meetings

Purposes: prepare for training of colleagues in the NGSS shifts, new

curriculum content, and STEM integration

Elementary Science Units: Grades Pre K- 1Pre-K Kindergarten Grade 1

Units of

Study

● Five Senses● Fall Happenings● Welcome Winter● Shapes, Colors, Light & Shadows● Arctic Animals● Spring has Sprung● Wonderful Water● Animals and Their Babies● Creepy Crawlies● Ocean Animals

● Animals, Plants, and their Environment

● Pushes and Pulls

● Weather and Climate

● Plant and Animal Parts

● Light and Sound

● Sky Patterns

Sample Essential

Questions

★ How do people observe the world around them?

★ How do seasons affect plant and animal behavior?

★ Where does water come from? Where does it go?

★ How do plants and animals take in water, food, air, and light?

★ How do pushes and pulls move things?★ What makes/ causes storms on Earth?

★ How does light travel?★ How is sound made?★ How long is the sun in the sky?

Sample Integrated

STEM

STEM Stations Animals, Plants, and Their EnvironmentUse tools and materials to design and build a structure that will reduce the warming effects of sunlight on an area.

Light and Sound: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Elementary Science Units: Grades 2-3Gr. 2 Gr. 3

Units of

Study

● Structure and Properties of Matter

● Plant and Animal Survival

● Earth Systems: Processes that Shape the Earth

● Environments and Living Things

● Forces and Motion

● Weather and Climate

● Life Cycle and Traits

Sample Essential

Questions

★ How are liquids and solids different?★ How do plants and animals depend on each other?★ How can problems caused by wind and water be solved?

★ What happens to organisms in changing environments?★ What happens when forces are balanced and

unbalanced?★ How can people reduce extreme weather damage?★ What are the life cycles of animals with/ without

backbones?

Sample Integrated STEM

Plant and Animal Survival: Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.

Forces and Motion: Define a simple design problem that can be solved by applying scientific ideas about magnets.

Elementary Science Units: Grades 4-5Gr. 4 Gr. 5

Units of

Study

● Structure, Function, and Information

● Energy

● Processes that Shape the Earth

● Waves and Information

● Nature of Science

● Living Things and Ecosystems

● Earth’s Systems

● Earth, the Moon, and the Stars

● Changes in Matter

Sample Essential Questions

★ What animal structures are used for digestion and circulation?

★ How is energy transferred by colliding objects?★ How do fossils form and what do they show?★ How can sound waves and patterns be used to send

messages?

★ What career options exist for people interested in science? ★ How do matter and energy move in an ecosystem?★ How do Earth’s systems change Earth’s surface?★ Why is there day and night?★ How can substances be identified?

Sample Integrated STEM

Processes that Shape the Earth: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.

Living Things and Ecosystems:Design and build a soilless farming system.

Traditionally,

■ Science classrooms emphasized

knowing about science facts

■ Students memorized what

others had figured out

■ Experts call this

memorization-based approach

to science education an

information frame.

With NGSS,

■ Science classrooms emphasize

figuring out real-world

phenomena

■ Students are challenged to

explain how the world works

■ Experts call this problem-solving

approach to science education a

sense-making frame.

NGSS = Shifts in how we teach science

Teaching and Learning: STEM integrationin the new Pre.-K science curriculum

Students use blocks to design models that mimic the structural elements of renowned architecture

Teaching and Learning: STEM integrationin the new Gr. K science curriculum

Teaching and Learning: STEM integrationin the new Gr. 1 science curriculum

Teaching and Learning: STEM integrationIn the new Gr. 2 science curriculum

Look for use of questioning to facilitate students’ as they:● Define the problem● Develop a plan● Apply content and

understanding to inform a design

Teaching and Learning STEM integrationIn the new Gr. 2 science curriculum

Teaching and Learning: Life Sciencewiththe new Gr. 4 science curriculum

Students investigate pill bugs and observe how they use certain structures for movement, protection, and support.

Demon-strations of Learning: Life & Physical Sciencewiththe new Gr. 5 science curriculum

Claim: All energy that humans use was once energy from the sun.Evidence: See diagram.Reasoning: The diagram shows that the energy transfer starts with the sun that gives off energy to the producer. The producer creates photosynthesis and gives energy to the consumer that eats it. Then we eat the consumer, and it gives us energy.

What students say about our new Science curriculum

I like to experiment the way the scientists do. I like the testing part so I can figure out what I need to add.

- Ella, Grade 1

You learn more when you do it yourself. You have to think about it.

- Josie, Grade 1

There are lots of fun experiments and you get to interact a lot and you are never just sitting at your desk because you have lots of stuff to do.

- Hannah, Grade 3

I like all of the awesome experiments! I loved learning about pendulums (it’s my favorite!)

- Christopher, Grade 5

Teacher Testimonials about Student Learning“This year I have noticed that kindergartners across the District have been more methodical when working on engineering tasks. When I typically come in for a particular activity, it is usually one of their first experiences and takes some time to get used to. This year, the students were able to jump right in and created more structured products. This may be the result of teachers including engineering activities prior to this visit.”

- Ms. Mascharka, Curiosity Corner

“My students no longer groan when science is next. I find the students more eager, interested and curious. The other day a student was being picked up early and begged to go back to class for the weather videos we were filming. Mom agreed and sent him back to class! From a curricular perspective, I love that we never run out of things to do and explore. I do not have to search for hours for things they are all right at my fingertips.

- Ms. Rizzi, Grade 3

“I have noticed that the students currently participating in the new science program have stronger content knowledge, an expanded vocabulary, and increased use of evidence in both oral and written form when establishing explanations.”

- Ms. Hatley, Discovery Program

Gr. 3 Forces & Motion Unit: Students were challenged to create a magnetic latch for a box to hold jewelry.

THANK YOU!Any questions?@FLPS_Curriculum