1. Developing Teacher-Leaders in Integrated Math and Science for Inclusive Classrooms
Barbara Young, Science Specialist
Office of Science and Health Education
Virginia Department of Education
June 16, 2014

2. Why Science?
Young children come to school excited about the world around them and how things work.
Research shows young learners are much more complex learners than previously thought.

3. ELEMENTARY BUILDS THE FOUNDATION!
Why Science?
Ultimately, successful graduation from high school depends greatly on student learning and success beginning in elementary school.
ELEMENTARY BUILDS THE FOUNDATION!

4. Why Science?
Every student may not become a scientist or engineer, but EVERY student will become a citizen. We need to make sure our students become INFORMED citizens who can make INFORMED decisions.

5. What do we mean by “interdisciplinary?”

6. Interdisciplinary instruction promotes the integration of multiple content areas. It make learning come alive for students since it adds a reason for learning.

7. What is “Interdisciplinary?”
Interdisciplinary teaching is often seen as a way to address some of the recurring problems in education, such as fragmentation and isolated skill instruction. It is seen as a way to support goals such as transfer of learning, teaching students to think and reason, and providing a curriculum more relevant to students.
(Marzano, 1991; Perkins, 1991)

8. What is a unit?

9. Definition of unit
A unit is a group of lessons focused on a theme or concept.
The lessons in a unit are from multiple curriculum content areas. The format provides the student with “real-life” connections and the opportunity to apply the content that they have learned to real situations, adding validity to their learning.

10. Generic Flow of a Unit

12. Tools needed for a unit

13. “Soft Skills”
Good foundational subject content. (Avoid the “mile wide, inch deep” content presentation!)
Ability to work in teams.
Ability to find information.
Ability to be a “self-starter.”

14. Other Pedagogy to Include
Student teams
Project-based learning - Student team project
Place-based learning
Journaling

15. Example of an Interdisciplinary Unit
Cross-curricular instruction
Includes STEM
Model Cross-curricular unit – Virginia Animals and their Habitats

16. Instructional Strategies Used in this Unit
Student teams
Project-based Learning
Place-based Learning

17. Activity Look at the “Virginia Animals and their Habitats” unit
Create the start of a unit

18. Planning your Unit

19. You do NOT
need to
reinvent the wheel!

20. Possible Flow of Unit Development
Determine the theme for your unit

21. Possible Flow of Unit Development
Identify the SOL that you plan to teach with the unit
Build an SOL chart for the unit

22. Possible Flow of Unit Development
Activity
Select a topic
Build an SOL chart

23. Possible Flow of Unit Development
Brainstorm possible chapters/sections for your unit

24. Possible Flow of Unit Development cont.
Define the unit project
Define the student project objectives and flow of the unit project
Determine what the project end product will be

25. Possible Flow of Unit Development cont.
Determine what assessments you might used to conduct formative measurements of student success throughout the unit and summative at the end

26. Possible Flow of Unit Development cont.
Define possible resources – people, places, things, etc. – for your unit

27. Possible Flow of Unit Development
Review lessons already available to see if they fit in the unit and/or need modification
Verify that the lessons align with the SOL
Verify that measurable objectives can be written for each lesson

28. Possible Flow of Unit Development cont.
Determine where in the unit timeline each lesson will fit
Keep track of SOL covered by lessons to make sure that those you selected have been covered

29. Possible Flow of Unit Development cont.
Determine what will be done in the unit to use data collected, information gathered, etc.

30. SOL Goals
Goals
The purposes of scientific investigation and discovery are to satisfy humankind’s quest for knowledge and understanding and to preserve and enhance the quality of the human experience. Therefore, as a result of science instruction, students will be able to achieve the following objectives:
1. Develop and use an experimental design in scientific inquiry.
2. Use the language of science to communicate understanding.
3. Investigate phenomena using technology.
4. Apply scientific concepts, skills, and processes to everyday experiences.

31. SOL Goals
Goals
5. Experience the richness and excitement of scientific discovery of the natural world through the collaborative quest for knowledge and understanding.
6. Make informed decisions regarding contemporary issues, taking into account the following:
public policy and legislation;
economic costs/benefits;
validation from scientific data and the use of scientific reasoning and logic;
respect for living things;
personal responsibility; and
history of scientific discovery.

32. Virginia SOL
Goals
7. Develop scientific dispositions and habits of mind including:
curiosity;
demand for verification;
respect for logic and rational thinking;
consideration of premises and consequences;
respect for historical contributions;
attention to accuracy and precision; and
patience and persistence.
8. Develop an understanding of the interrelationship of science with technology, engineering and mathematics.
9. Explore science-related careers and interests.
NEW!!!

33. SOL - Investigate and Understand
The use of “investigate and understand” allows each content standard to become the basis for a broad range of teaching objectives, which the school division will develop and refine to meet the intent of the Science Standards of Learning.
NEW!!!

34. Expectations for student learning and achievement
Virginia SOL
Expectations for student learning and achievement
Future of the SOL

35. Virginia SOL Curriculum Framework
Amplifies the Science SOL and defines the content knowledge, skills, and understandings
Delineates in greater specificity the minimum content that all teachers should teach and all students should learn
The framework should not limit the scope of instructional programs.

36. Virginia and the next generation science standards

37. Questions of the Day
Why has Virginia NOT currently adopted the Common Core Standards?
Is Virginia currently considering the adoption of the Next Generation Science Standards?

38. Answers… Virginia has a deep and lengthy history with standards 1988
Science SOL Developed
1995
1998
Science SOL Test Developed
2000
Teacher Resource Guide/Curriculum Framework Developed
2003
Science SOL Revised to Include the NOS
2010
Science SOL Revised to NOS and Applications

39. Answers… Virginia currently has all the “parts and pieces” together.
Curriculum
Framework
Sample Lessons
Answers…
Virginia currently has all the “parts and pieces” together.
Common Core and Next Generation Science Standards will eventually have all the “parts and pieces”
Assessments
Standards

40. Answers…
Virginia earned an A- from the 2012 Fordham Report “The State of State Science Standards.”
Virginia
SCIENCE
GRADE SCORES TOTAL SCORE A-
Content and Rigor 6/7
Clarity and Specificity 3/ TOTAL SCORE 9/10

41. Answers…
QUOTE FROM REPORT:
The Old Dominion’s science standards are among the few that we would cheerfully recommend as models for other states (and for drafters of “common” standards for this field). They are thorough and rigorous, particularly in the areas of mathematical applications and evolution, and they clearly provide a solid foundation for a rigorous K-12 science curriculum.

42. Answers…
Virginia has done a full alignment of the our Language Arts standards and our Mathematics standards to the Common Core standards
Virginia is currently part of the national team to design the assessments for the Common Core Mathematics standards

43. Answers… Will we adopt the Next Generation Science Standards?
Currently are working with the National Council for State Science Supervisors as an advisory group to Achieve
Will do an alignment to the final version of the NGSS
?????????

44. Answers…
Do we think the current Virginia Science Standards of Learning fully align to the NGSS?
Where do we think “holes” will be?
Explicit connections to cross-cutting concepts
Engineering
????