Year 2

1.Name 2.What you teach 3.Hope or Fear Who makes up this Curriculum Team?

 Align to Iowa Core Curriculum/update curriculum  Identify criteria and work towards creating relevant formative assessments  Create instructional strategies with relevant context, methods and activities identified  Identify, analyze, align, and purchase resources for delivering curriculum effectively

 Analyze and discuss Iowa Core Curriculum  Identify gaps/overlaps resulting from ICC alignment  Discuss Curriculum Maps and use  Discuss importance of Assessment ◦ Develop common language regarding assessment  Provide information regarding resource purchasing  Discuss next steps for the rest of the year’s CT Work

 “We believe that the scientifically literate person is one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes”.

 Science Strands ◦ Science as Inquiry Science as Inquiry  5 E Learning Cycle  Handouts ◦ Earth and Space ◦ Life Science ◦ Physical Science

 Review Iowa Core Curriculum ◦ Science, 21 st Century Skills, Literacy ◦ Identify at what level the BM is taught ◦ ◦ Discussion – Identify and close gaps  Future work of Curriculum Team

Curriculum Teaching And Learning InstructionAssessment Formative SummativeStandardized ICC Essential Concepts and Skills Teaching For Understanding Rigor and Relevance Student Centered Classrooms Teaching for Learner Differences Assessment FOR Learning

 Assess Why?  Assess What?  Assess How?  Communication

 Define Assessment  Why do we use assessments?  What are some examples of assessments used?

 Define Formative Assessment  What is the purpose of formative assessments?  Define Summative Assessment  What is the purpose of summative assessments?

 Assessment OF Learning vs. Assessment FOR Learning ◦ What is meant by each? ◦ What are examples of each?

Be Back in 15 minutes!

 Focuses instruction and assessment  Lessons can be shared with teachers new to the district or with colleagues  Planning instruction for subsequent years is simplified  Provides evidence teachers are teaching the required curriculum

Content Area Standard/ICCSubject Mission StatementGrade Level/Course PurposeGrade Level BenchmarksComponents The Grade Level Benchmarks and Components drive instruction = they provide the roadmap to what the teacher needs to teach. Currently these are reflected in the Essential Question and the Content and the Skills. But…. They all do not meet the requirements of “Big Ideas” Bigger Ideas….. How do we help students “master” this content? What do we do if they don’t?

 Big Ideas/GLB: Declarative statements of enduring understandings for all students at all grade/course levels. Grade Level Benchmarks (Essential Questions)  Concepts: Describe what students should know, key knowledge, as a result of instruction, specific to grade level. Components (Concepts and Skills)  Competencies: Describe what students should be able to do, key skills, as a result of this instruction, specific to grade level. Components (Skills)

Worth Being Familiar With – these are those Nice to Know things we want student to know but they are not assessed Important to Know and Do – Part of your subject area but not essential to life- long skill attainment – might be assessed if relate to the enduring understandings Big Ideas– Reflected in the ICC and will be the Grade Level Benchmarks and Components

 Essential Question/Grade Level Benchmark (Big Idea – Enduring Understanding)  Content/Skills – Components  Formative Assessments  –Teaching methods and student activities – How?  Resources needed – What will assist with teaching and learning?  Infused Areas  Summative assessment – How do I know they learned?  Alignment to Standards (ICC)

 Next cycle – Identify Mission Statement and Course Purposes  Write Grade Level Benchmarks and Components  For Now – need to update maps and fill gaps in current curriculum maps.  Show alignment to Iowa Core Curriculum on maps

 Vendor day?  Have companies come and showcase materials?  Rubric to determine best resources  Alignment of curriculum to resource

 Looking at resources and using rubric to align  Analyze Curriculum and update maps  Implementation concerns and generate possible solutions