ScienceScienceCurriculum ReviewCurriculum Review

20102010

ScienceSciencePresentation Outline

– Introduction

– Curriculum Review Process

– Program Overview

– Recommendations

– Concluding Comments

ScienceScienceIntroduction

– North Allegheny Strategic Plan

– North Allegheny Mission Statement

– Pennsylvania Department of Education

– Curriculum Review Manual

Curriculum Management Curriculum Management TeamTeam

Dr. Tammy Andreyko– Assistant Superintendent for CurriculumMr. Jack Kernion– AP Physics Teacher and Department

ChairpersonMr. Jeff Anderchak– Principal, Franklin ElementaryMr. Walt Sieminski– Principal, North Allegheny Senior High

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Curriculum Review Curriculum Review ProcessProcess

Curriculum Management Team Curriculum Review TeamSubcommittees – Empirical Research– Standards and Curriculum– Seminars/Workshops/Presenters– Effective Practices/Site Visitations– Materials and Equipment– Data Collection/Electronic Survey

Science Department

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Data Analysis and Data Analysis and Student AchievementStudent Achievement

Data from the North Allegheny Report of Student Achievementwas analyzed as a component of the Curriculum Review Process

North Allegheny School District students are achieving at very high levels in science based on a variety of standardized assessments, such as the PSSA, PLAN+, ACT, SAT II, and AP

Discussions of current practices across the District, feedback from comparator schools, internal survey questions, and empirical research led to emerging recommendations

Introduction of PresentersIntroduction of PresentersDr. Tammy Andreyko– Assistant Superintendent for CurriculumMr. Jack Kernion– AP Physics Teacher and Department

ChairpersonMs. Janet Lewandowski– 3rd Grade Science Teacher, McKnight

ElementaryMr. Chris Omasits– General Biology and Physical Science Teacher

and NAI Science Liaison

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Science Program OverviewScience Program OverviewPhilosophy

Course Content

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Program OverviewProgram Overview

Philosophy – Scientific Literacy

Program OverviewProgram Overview

Philosophy – Scientific Literacy

Program OverviewProgram Overview

Philosophy – Scientific Literacy

Program OverviewProgram Overview

Philosophy – Scientific Literacy

Norman AugustineChairperson of the “Rising Above the Gathering Storm” Committee

Program OverviewProgram Overview

Philosophy – Scientific Literacy– STEM

Program OverviewProgram Overview

Philosophy – Scientific Literacy– STEM

ScienceTechnologyEngineeringMath

Program OverviewProgram Overview

Philosophy – Scientific Literacy– STEM

ScienceTechnologyEngineeringMath

Program OverviewProgram Overview

Philosophy – Scientific Literacy– STEMCourse Content– Life Science– Physical Science (Chemistry and Physics)– Earth and Space Science– Environmental Science– Technology

Process and Content SkillsProcess and Content Skills

Elementary Middle School High School

Process

Process

ProcessContent

Process

Process

Content

Content

Content

Content

ContentProcess

What is InquiryWhat is Inquiry--Based Instruction?Based Instruction?

“...the creation of a classroom where students are engaged in open-ended, student centered, hands-on activities”

Structured InquiryGuided InquiryOpen Inquiry

TeacherTeacher TeacherTeacher

TeacherTeacher StudentStudent

StudentStudent StudentStudent

Problem toProblem toInvestigateInvestigate

InvestigationInvestigationDesignDesign

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

Understanding science is more than Understanding science is more than knowing facts.knowing facts.

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

Understanding science is more than knowing facts.Students build new knowledge and Students build new knowledge and understanding on what they already know understanding on what they already know and believe.and believe.

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

Understanding science is more than knowing facts.Students build new knowledge and understanding on what they already know and believe.

Students formulate new knowledge when Students formulate new knowledge when they find their observations to be out of they find their observations to be out of sync with their currently held concepts.sync with their currently held concepts.

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

Understanding science is more than knowing facts.Students build new knowledge and understanding on what they already know and believe.Students formulate new knowledge when they find their observations to be out of sync with their currently held concepts.

Learning is mediated by the social Learning is mediated by the social environment.environment.

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

Understanding science is more than knowing facts.Students build new knowledge and understanding on what they already know and believe.Students formulate new knowledge when they find their observations to be out of sync with their currently held concepts. Learning is mediated by the social environment.

When students are actively involved in When students are actively involved in the learning process, they learn more.the learning process, they learn more.

The Case For Inquiry:The Case For Inquiry:What Does The Research Suggest?What Does The Research Suggest?

Understanding science is more than knowing facts.Students build new knowledge and understanding on what they already know and believe.Students formulate new knowledge when they find their observations to be out of sync with their currently held concepts. Learning is mediated by the social environment. When students are actively involved in the learning process, they learn more.

Deep understanding allows for a greater degree Deep understanding allows for a greater degree of applying knowledge to new situations.of applying knowledge to new situations.

Increasing the amount of inquiryIncreasing the amount of inquiry--based based learning at NA will require...learning at NA will require...

Staff developmentAccess to appropriate support materials– Consumable materials– Lab equipmentAccess to technology

Technology and Science EducationTechnology and Science Education

Technology and Science EducationTechnology and Science Education

Support in four areas:–– Active EngagementActive Engagement

Technology and Science EducationTechnology and Science Education

Support in four areas:– Active Engagement

–– Participation in groupsParticipation in groups

Technology and Science EducationTechnology and Science Education

Support in four areas:– Active Engagement– Participation in groups

–– Frequent interaction and feedbackFrequent interaction and feedback

Technology and Science EducationTechnology and Science Education

Support in four areas:– Active Engagement– Participation in groups– Frequent interaction and feedback–– Connections to realConnections to real--world contextsworld contexts

Technology and Science EducationTechnology and Science Education

Support in four areas:– Active Engagement– Participation in groups– Frequent interaction and feedback– Connections to real-world contexts

Research shows that the use of technology Research shows that the use of technology only provides a benefit when combined within only provides a benefit when combined within effective teacher training.effective teacher training.

RecommendationsRecommendations

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Elementary Level Science ProgramElementary Level Science Program

1. Continue to refine curriculumContinue to refine curriculum to align with Pennsylvania Academic Standards, Assessment Anchors, and Eligible Content, with a primary emphasis on science process skillswith a primary emphasis on science process skillsand secondary emphasis on content knowledge.

2. Continue to provide general and targeted professional development to elementary science teachers that emphasizes science process, inquiry-based learning, hands-on teaching practices, and content knowledge extensions.

Program OverviewProgram OverviewProposed KProposed K--5 Course Scope and Sequence Content5 Course Scope and Sequence Content

Ecosystems / Cycles & Food Webs / Classifying Organisms /Matter, Forces & Energy / Technology

Fifth Grade

Ecosystems / Water Cycle & Weather / Earth & Space / Electricity, Magnetism & Energy / Objects in Motion / Technology*

Fourth Grade

Matter, Forces, and Energy / Water & Weather / Earth & Space / Technology

Third Grade

Growth & Changes of Plants & Animals / Earth & Space / TechnologySecond Grade

Living & Nonliving / Plant & Animal Lifecycles / Land, Water & Air / Weather & Seasons

First Grade

Our Land, Water, and AirKindergarten

Science Topics CoveredGrade Level

*Science PSSA Testing Year*Science PSSA Testing Year

Elementary Level Science ProgramElementary Level Science Program

1. Continue to refine curriculum to align with Pennsylvania Academic Standards, Assessment Anchors, and Eligible Content, with a primary emphasis on science process skills and secondary emphasis on content knowledge.

2. Continue to provide general and targeted professional targeted professional developmentdevelopment to elementary science teachers that emphasizes science process, inquiry-based learning, hands-on teaching practices, and content knowledge extensions.

Curriculum Development (6Curriculum Development (6--8)8)1. Refine the existing middle school science Refine the existing middle school science curriculumcurriculum to ensure continued alignment with the Pennsylvania Academic Standards, Assessment Anchors, and Eligible Content while still emphasizing a depth of multi-modal instruction and learning.

• Modify the “Agricultural Science” unit in the 6th grade curriculum to ensure a hands-on, inquiry-based approach to this topic which is consistent across all three middle schools.

• Remove the “Earth Science” unit from the 6th grade curriculum, since it is covered in 8th grade prior to taking the PSSA exam in 8th grade.

• Remove the “Science Process Skills” unit from 7th grade, as this material is included in the 6th grade science course.

• Modify the remaining units in the 7th grade curriculum so that a unit on “Human Body Systems” can be added to the curriculum.

Science Graduation RequirementsScience Graduation Requirements

1. In conjunction with the Graduation Policy Committee, consider a modification to the North Allegheny graduation requirements graduation requirements to effectively address the Keystone Examsto effectively address the Keystone Examsfor Biology and Chemistry passed by the Pennsylvania State Board of Education.

Science Course ChangesScience Course Changes1. Revise the course namesRevise the course names for selected secondary level science

courses for pathway consistency.• Remove the descriptor “General” from Phase I and Phase II General Biology

courses.• Add the descriptor “Academic” to the Phase III Concepts of Physics course.• Rename the Biology 2 course to be called Academic Human Biology.

2. Consider adding a Phase II Chemistry courseadding a Phase II Chemistry course (5 class periods per week) to the science offerings at NASH in the future which will allow Phase II students more elective choice in the sciences and ensure an appropriate course as preparation for the Keystone Exam in Chemistry.

Environment and EcologyEnvironment and Ecology1. Continue to analyze and update the elementary and middleanalyze and update the elementary and middle

school science course curricula to ensure alignment with the PSSA Eligible Content.

• Establish shared experiences for all elementary students related to environment and ecology content as part of the Outdoor Environmental Education component.

2. Ensure increased student exposure to environmental and increased student exposure to environmental and ecology topicsecology topics at the secondary level by implementing the following educational experiences.

• Create an on-line Environment/Ecology unit for each Biology course at NAI which all students must complete as a curriculum requirement.

• Promote the infusion of environmental education in all the science courses at NAI and NASH as related to the “Big Ideas” identified in the PDE Standards Aligned System.

• Organize an Environmental Awareness Week at NAI to raise environmental awareness and emphasize the “Big Ideas” identified in the PDE Standards Aligned System.

• Continue to offer the Environmental Science and Honors Environmental Science courses as electives at NASH.

Textbooks and MaterialsTextbooks and Materials1. Elementary Level:

• Phase-in adoption of a textbook seriesadoption of a textbook series aligned with the Pennsylvania Academic Standards, Assessment Anchors, and Eligible Content that includes access to technology resources.

• Purchase the phasephase--in materials kitsin materials kits and annual consumable replacement costs to ensure consistent and systematic hands-on learning experiments at the elementary level (i.e., experiments and activities aligned with content).

2. Secondary Level:• Continue the gradual replacement of secondary textbooksgradual replacement of secondary textbooks on a phase-

in basis to support the teaching staff with up-to-date resources which will allow for maximum learning outcomes.

• Phase-in the replacement and/or purchase of equipment and materialspurchase of equipment and materialsthat support hands-on learning activities and ensure that students receive appropriate lab related experiences.

AssessmentAssessment

1. Identify or develop periodic local Identify or develop periodic local assessmentsassessments specific to grade level/courses that align with the Pennsylvania Academic Standards, Assessment Anchors, Eligible Content, and North Allegheny School District Science curriculum.

Professional DevelopmentProfessional Development

1. Expose the science staff to a wide range of professional professional developmentdevelopment opportunities which support the research-based best-practices identified in the review process.

• Conduct workshops on inquiry-based learning in the science classroom.

• Conduct workshops on the increased use of technology in the classroom.

• Conduct workshops designed to increase the consistency of instruction across common courses in the district.

• Design science related programs with North Allegheny’s Office of Staff Development so that all science teachers (K-12) can continue to improve their content knowledge base.

TechnologyTechnology

1. Work with the Information Technology Department to evaluate and implement the implement the use of technologyuse of technology in the science classroom (K-12).

Careers and Community Careers and Community PartnershipsPartnerships

1. Foster the North Allegheny Science Department’s relationshipsrelationships with local universities, corporations, and other institutions which may increase the increase the ““realreal--worldworld”” approachapproach to science in the classroom.

2. Focus on Science Science –– Technology Technology –– Engineering Engineering –– Math Math (STEM)(STEM) careers and work in partnership with other Departments (e.g., School Counseling, Technology Education, and Mathematics) to increase student exposure to these disciplines.

3. Continue to promote attempts to secure grantssecure grants from community organizations to be used by the science teaching staff at both the building and the District level.

Presentation SummaryPresentation SummarySScientific LiteracyCContent and Process SkillsIInquiry-Based LearningEExposure to Scientific Disciplines & TechnologyNNew Staff Development OpportunitiesCCommunity PartnershipsEEnvironment and Ecology

Knowledge is power.~Francis Bacon

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