1. SCIENCE COMPANION: TRAIN THE TRAINERS OCTOBER 13, 2009 Debbie Leslie, University of Chicago Center for Elementary Mathematics and Science Education (CEMSE)

3. Session Goals  To learn about the philosophy and basic principles of Science Companion  To feel comfortable and excited about using a Science Companion unit  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.

4. 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?

5. 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?  What are the challenges and barriers to using this approach in elementary school classrooms?

6. 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)

7. The challenge of TIME  Designed to be done in two 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

8. The challenge of LOGISTICS We 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.

9. The challenge of CONTENT KNOWLEDGE  The BIG IDEAS 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!

10. Science Companion: What’s in a Unit? THE REALLY IMPORTANT STUFF  Teacher Lesson Manual  Student Science Notebooks  Student Reference Books (Grades 4 and 5; and soon Grade 3!)  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?

11. 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 _____ Unit and the Unit Summary table for your unit.  How many lesson clusters are there?  What does each focus on?  How do they connect with one another?

12. 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

13. Assessment In Science Companion, assessment is tied to Big Ideas. 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 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? Then 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?

14. Getting to Know Your Unit CONTENT  Review the Big Ideas (see the Lessons at a Glance page).  Read the Teacher Background Information. 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 pages to get the big picture for scheduling, etc. (Some units also have this information in the BYBT section.)

15. Questions?? Don’t be Shy! Contact: Debbie Leslie University of Chicago, Center for Elementary Mathematics and Science Education (CEMSE) daleslie@uchicago.edu; 702-0444 Also check out www.sciencecompanion.com for lots of helpful information!www.sciencecompanion.com