1. Partnering to Progress K-5 Science Alliance September 26, 2008 Blue Licks State Park Good Morning! Please help yourself to some refreshments and make sure you have signed in.

2. Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum

3. Today’s Road Map Piloting of Kits and Mentee Training Pre-Test Objects and Observation CTS Chapter 1 Debrief

4. Piloting of Kits

5. Piloting of Kits Take 3 minutes to respond to the following questions on an index card What positive outcomes have you observed or noted from implementing the kit in your classroom thus far? What have been some challenges or revision that need to be made based on your experience teaching the kit? Do you have any questions that you need answers to regarding the pilot of the Force and Motion kit?

6. Grade Level Band Discussion Purpose: I.To debrief on kit pilot by grade bands: what’s working; not working; and any questions based on what you wrote on your index card. II.Develop an outline for the mentor/mentee training by grade level band.

7. Mentor/Mentee Training Debrief from Principal Meeting We met with principals yesterday and they are going to address some of your concerns with the other science teaching faculty such as: – Use of textbook- expectation is to use the Force and Motion curriculum from P2P not the chapter on F & M in the textbook. –They are willing to work with you if you feel more time is needed with your mentees including freeing you up to team teach –They understand the role of the pretest in 3-5 grade and will communicate with parents regarding its purpose (e.g., newsletter, PTO meeting)

8. Mentor/Mentee Training Logistics: In both Fleming and Lewis counties food will be provided and coordinated by your district office for your training so you don’t have to leave the training site and lose time. Please have a sign-in sheet for the training that indicates who has been trained, the school, and grade level including time and date of the training.

9. As part of the Outline for the Mentee training Plan for time to share targets and how they align to the combined document –remember some of your teachers may not have had as much experience as you have in reading this document –you may need to explain how it is laid out so they can see that the unit is aligned to the standards.

10. For at least one activity, after you complete it, please show mentees how that activity is dealt with prior to and after they leave that grade. –The purpose of this is for the mentees to see that if they don’t teach their part how it impacts the students as they move through the grades. Debbie will share the example that was showcased with the principals. You might want to tab your notebook with post-its.

11. Explain how the activities are laid out. –Including purpose of big idea; learning targets, word bank, note booking, etc. Model the activity the way you would want them to teach it in their classroom. –Ensure that you share the learning targets and big idea. –Targets should be read out loud and given to the participants in writing. –Model effective use of the word bank.

12. Remember … It is better to cut an activity short than to not leave time for the meaning making portion. This is especially true for the mentees since they do not have the content background that you do.

13. Grade Level Band Discussions You will need: –your index card –your Force and Motion Notebook –paper to take notes and do planning on –something to write with Remember the two purposes: –piloting of the Kit –discussion and development of a plan (outline) for your mentee training (K-1) Becky Smith, (2-3) Debbie Owens, (4-5) Diane Johnson

14. Data Gathering Please complete the Pre-Test for Structure and Transformation of Matter. LAST 4 DIGITSUse the LAST 4 DIGITS of your social security number as your ID. When finished, please begin your homework assignment from the Curriculum Topic Study.

15. How can I use observations to group objects? I can operationally define property. I can distinguish characteristic properties from those that are not.

16. Focus Question: How can I use observations to group objects? Select someone in your group to be the sorter. Make a table tent with an index card and write the rule you are using for sorting the objects in your bucket on it. You may sort the objects based on any criteria that your group chooses. Sort the objects based on the identified criteria.

17. Focus Question: How can I use observations to group objects? Designate a new sorter. Select a property that your group will use to sort the objects and write it on an index card/table tent. Sort the objects based on the identified property.

18. Focus Question: How can I use observations to group objects? Designate a new sorter. Select a different property for sorting the objects and record on an index card/table tent. Sort the objects based on the identified property. Record how the objects were sorted. Swap table tent/property with another group and use that to sort the objects. Compare your record of how the objects were sorted with that group. Were your sortings identical? Why or why not?

19. How can I use observations to group objects? I can operationally define property. I can distinguish characteristic properties from those that are not.

20. Curriculum Topic Study I can complete a curriculum topic study in order to gain a better understanding of a particular topic.

21. What is a Curriculum Topic Study? A systematic study of readings from a core set of professional science education resources. Helps improve content background. Helps improve understanding of pedagogical implications of particular content. Helps teachers translate formal course content into a context that is appropriate for students.

22. Going Through the Process There are 6 parts to the CTS Today we will do parts 1, 2, and 3 You will need the following resources: –Science Curriculum Topic Study (SCTS) –Benchmarks for Science Literacy –National Science Education Standards –Science for All Americans –Science Matters –Graphic Organizer for note taking

23. Properties of Matter Using the guide on page 171 of the SCTS book….. –Complete section I Refer to page 37 for guiding questions –Record your notes, using the CTS organizer, for grades K-8

24. Section I Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

25. Properties of Matter Using the guide on page 171 of the SCTS book….. –Complete section II Refer to page 37 for guiding questions –Record your notes, using the CTS organizer, for grades K-8

26. Section II Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

27. Properties of Matter Using the guide on page 171 of the SCTS book….. –Complete section III Refer to page 37 for guiding questions –Record your notes, using the CTS organizer, for grades K-8

28. Section III Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

29. For Homework Complete Sections IV and V of the CTS. Record your notes on the organizer. Be prepared to discuss your findings at the meeting in October.

30. Ready, Set, Science!

31. The Final Word Part 1 Highlight 2-3 things from the chapter that either… …changed your thinking about what a science classroom should look like. …you didn’t already know before reading the chapter. …really hit home. …you found compelling.

32. Part 2 Combine groups to form a group of about 6. The person in your group with the longest hair will go first. The first person chooses one of the items he/she highlighted in the reading and reads it to the group without adding any comments. The person to his/her left makes one comment and you go around until each person in the group adds a comment and the first person gets the final word. Repeat the process until everyone in the group gets to give the final word or until you run out of time.

33. Draw It! Individually and without discussion, please draw what a scientist looks like.

34. What does it mean to have kids thinking like scientists?

35. Classroom Observations Purpose Protocol that will be used

36. Today’s Road Map Piloting of Kits Pre-Test Objects and Observation CTS Chapter 1 Debrief

37. For Next Time October Complete sections 4 and 5 of the CTS