SCIENCE COMPANION:

OVERVIEW AND INTRO TO THE LIFE CYCLES UNIT___DATE___

___YOUR NAME___

Session Goals

To learn about the philosophy and basic principles of Science Companion

To feel comfortable and excited about using a Science Companion module

To become familiar with some of the features of the program that support a high-quality implementation

To begin planning for implementation

To know where to go with questions, concerns, etc.

I Wonder Circle / What is a Scientist? book

Discuss: How might you introduce this tool in

your classroom? How might you use it over time? What does it convey to students

about science?

Children learn science by engaging in the work of scientists (“inquiry”) Why? What does this

look and sound like?

How does this approach address students’ learning of science content

and science process skills?

Content and Process

Both are important for elementary students. Both should be developed with age-appropriate

activities and expectations. (SC Big Ideas encompass both disciplinary content and process skills.)

They should be connected and reinforce one another. For example: Children learn about the properties of rocks by

doing careful observation; AND Children learn how to do careful observations by

being given a meaningful context and purpose for developing/practicing this skill (e.g., observing rocks and recording properties)

Children learn science by engaging in the work of scientists (“inquiry”) What are the

challenges and barriers to using this approach in elementary school classrooms?

TAKE A MOMENT: Talk about barriers and challenges in your group, as well as strategies you have used to address them. Be prepared to share out.

The challenge of TIME

Designed to be done in two to three 45-60 minute sessions per week.

Lessons of consistent length and structure help with pacing and scheduling

Meaningful opportunities to integrate science with literacy and mathematics Science Notebook work and Student Reference Book

and other readings can often be done during literacy Work with data and measurement can often be done

as part of mathematics Introductory and Reflective Discussions provide rich

opportunities to develop verbal communication skills and critical thinking

The challenge of LOGISTICSWe know…teaching hands-on science can be a pain!

We try to make it easier to address the materials, mess, noise, etc. in a variety of ways:

Field-tested units – We caught lots of issues early, and added many more teacher-suggested tips at point-of-use for managing potential hassles

ExploraGear kits – These include the most tough-to-find materials that you’ll need

Comprehensive Planning and Preparation information – Being prepared is half the battle for managing science

Detailed lesson write-ups – You don’t need to guess or try to figure out what it should look like, what to do next, etc.

The challenge of TEACHER CONTENT KNOWLEDGE Science Companion units are explicitly designed

to develop BIG IDEAS that help teachers and kids focus on key, age-appropriate concepts and skills

The Teacher Background Information (TBI) provides additional content information for teachers – enough to build confidence and context, but no so much as to overwhelm

The TBI and Notes in the lessons provide information about common student (and adult) misconceptions

Teachers are invited and encouraged to learn science alongside their students!

The challenge of STUDENT CONTENT KNOWLEDGEHow do I get students from explorations to new skills and understandings?

SC units are carefully structured to develop BIG IDEAS over multiple lessons and experiences

Lessons are carefully structured to promote student learning of BIG IDEAS “Engage” - activating interest and prior knowledge “Explore” – collecting evidence (data,

observations, etc.); targeted questions to help students “in the moment”

“Reflect and Discuss” - learn from evidence, consolidate ideas, and make connections

Lessons include specific questions and notes about common misconceptions

Learning experiences are engaging and memorable

The challenge of BALANCING CONTENT AND PROCESS SKILLS SC believes that both are important for elementary

students. BIG IDEAS encompass both disciplinary content and process skills, and both are assessed in the program.

Content and Process should be connected and reinforce one another. For example: Children learn about the properties of rocks by doing

careful observation; AND Children learn how to do careful observations by being

given a meaningful context and purpose for developing/practicing this skill (e.g., observing rocks and recording properties).

Skill Building Activities attend to process skills Units within and across grades provide for careful

articulation and reinforcement of process skills

Science Companion and Everyday MathematicsKey synergies help teachers (and students) who use one

program learn to use the other:Philosophy/pedagogy Engage children as scientists/mathematicians (i.e., “doing” science or math) Explore and apply science/math in real-life contexts Revisit and develop content and skills over time; high expectations for students Emphasize cooperative, small-group work Emphasize critical thinking and classroom discourse/discussion Emphasize active learning; constructing knowledge

Content and materials Organization of teacher guides Meaningful student materials (journals, science notebooks, SRBs) Explicit and underlying content linkages (e.g., Grade 1 Weather Unit with EM

weather routines; Grade 3 Solar Unit with EM Sunrise/Sunset routine; application of grade-appropriate measurement and data skills in the context of science, etc.)

Science Companion:What’s in a Module?

THE REALLY IMPORTANT STUFF Teacher Lesson Manual Student Science Notebooks Student Reference Books (most upper-level units; more

coming soon!) ExploraGear Kit

THE OTHER VERY USEFUL STUFF Assessment Book Science Notebook Teacher Guide Teacher Masters and Visuals Teacher Reference Materials (online only)

TAKE A MOMENT: Do you have all of these items for your unit?

Lesson Clusters

Lesson Clusters and groups of lessons (not necessarily consecutive) that, together, develop/support one or more Big Ideas

Science Companion units generally consist of 2-5 lesson clusters

TAKE A MOMENT: Look at the Introduction to the Life Cycles Unit and the Unit Summary table.

How many lesson clusters are there? What does each focus on? How do they connect with one another?

Getting to Know Life Cycles:Big Ideas

Science Companion units are designed to develop age-appropriate “Big Ideas” related to the topic being studied.

These Big Ideas help teachers (and students) focus on the most important content of the lesson and unit.

Big Ideas tend to be developed through groups of lessons (called “Lesson Clusters”).

TAKE A MOMENT: Read through the Big Ideas. What questions or confusions do you have? Discuss with a colleague or the session facilitator.

Getting to Know Life Cycles:Teacher Background Information

This section of the manual is intended to bolster teachers’ content knowledge and confidence.

The information goes beyond the content that students are expected to learn.

TAKE A MOMENT: Read through the Teacher Background Information What is one new thing you learned? What are some misconceptions students may

have? How does the module address these misconceptions?

Getting to Know Life Cycles:Process Skills

Science Companion places a strong emphasis on developing student’s knowledge about and comfort with science processes.

Skill Building Activities focus on a particular process skill.

TAKE A MOMENT: Find examples of students engaging in science processes during the lessons.

What science processes are students engaged in? What science content are they exploring at the same

time?

Science Companion:What’s in a Lesson? Before the Lesson

Quick Look and Preparation During the Lesson

Engage Explore Reflect and Discuss

After the Lesson Science Center Extensions Looking Ahead

Caterpillars walking

http://www.youtube.com/watch?v=_vriPOd4fvc

Caterpillars eating

http://www.youtube.com/watch?v=Ua0xdB8knN8

Chrysallises

http://www.naturemuseum.org/online/thebutterflylab/fieldguide/native.html#paintedlady

Butterflies emerging

http://www.youtube.com/watch?v=ZoqOsbVt-yM&playnext=1&list=PLAD720846DA85F100

Butterfly eating

http://www.youtube.com/watch?v=35IXQRsKvGg

Butterflies mating

http://www.youtube.com/watch?v=1-92ayCKHDQ

Getting Ready to Teach:

Logistics for getting started: Use the Before You Begin Teaching

(BYBT) section as a checklist for preparing to teach the unit.

You might also look at the Lessons at a Glance to get the big picture for scheduling, etc.

AssessmentIn Science Companion, assessment is tied to Big Ideas and Lesson Clusters.Assessment Resources: The embedded assessment suggestions in the

lessons, along with the associated recording sheets (in the Teacher Masters)

The additional assessment tools in the Assessment Book, including: Rubrics for each Big Idea/Cluster Performance Tasks and Quick Check Items Skills and Attitudes Checklists and Self-

Assessments Overviews of Assessment Opportunities Evaluation Guidelines, Blackline Masters, and

Recording Tools

AssessmentIn Science Companion, assessment is tied to Big Ideas and Lesson Clusters.TAKE A MOMENT: Look at the Assessment section on the Quick

Look page of any lesson in your Teacher Lesson Manual. Do the embedded assessment suggestions make sense to you?

Look at any Opportunities Overview page in your Assessment Book. Is it clear will you will find more information about the various opportunities? Also look at the rubric on the facing page for more information about the criteria. What questions do you have at this point?

Questions?? Don’t be Shy!

Contact:___Your Name_____email address__; __phone #__

Also check out www.sciencecompanion.com for lots of helpful information!