Education is a continual process, it's like a bicycle... If you don't pedal you don't go forward.
- George Weah
- George Weah
Science Curriculum Development Process Overview
- Determine What Teachers Want and Need From a Science Curriculum. The first step was a conversation with teachers about what they would like in a district-wide science curriculum - what were the desired outcomes, how should the process be undertaken. Learn more...
- Become Familiar with the Next Generation Science Standards. What is the "three dimensional nature" of the NGSS? What does an NGSS classroom look like? What changes are needed in instruction to make the shift from the old state standards to the NGSS?. Learn more...
- Have Vertical Alignment Conversations. Vertical Alignment ensures that students experience a seamless flow in instructional content and similar vocabulary as they progress through the district so they enter each grade with the skills and knowledge they need to master the learning expectations for that grade and leave that grade prepared for the next grade. It is important that teachers are aware of the grade level expectations for students in both the prior and next grade levels. Through the Vertical Alignment process, a clear consensus was reached that the vertical alignment inherent in the NGSS was appropriate and well articulated, and would serve well as the district K-12 vertical alignment.
- Outline Scope & Sequence. The Scope & Sequence identifies and summarizes what is taught when at each grade level. Teachers spent time developing and reviewing these for their grade levels/classes. See completed Scope & Sequences...
- Explore/Evaluate/Select Core Resources. Core resource support effective delivery of the curriculum. Much more than a textbook, today's core resources typically include online support materials and activities, aligned assessments, and best instructional practices support for teachers, as well as the necessary equipment to explore scientific phenomena. After a thorough review process, Stemscopes was chosen for K-8 (with K-2 support through NGSS aligned science readers from Sundance-Newbridge) and McGraw-Hill Inspire Science was chosen for high school Biology, Chemistry, and Physics. . Learn more about the selection process...
- Revise Early Elementary Structure for Teaching Science. The understandable and important emphasis in early elementary on literacy (reading and writing) and mathematics leaves little time for science instruction at that level. Historically, science has been taught in short periods several times a week, not allowing time for hands on activities and exploration. To better utilize time for science instruction while still honoring the essential nature of literacy and mathematics instruction at that level, the science periods will be consolidated into one longer period per week in grades K-2. The goal is for each student to experience one quality science exploration each week rather than several quick exposures spread out over the week. Disciplinary core ideas from the standards will be incorporated in literacy through NGSS aligned science readers chosen to complement the week exploration activities.
- Create Unit Guides. Teachers spent time creating Unit Guides that provide the teacher with a summary of what will be taught in a unit, which Evidence Outcomes, Mathematical Practices, and 21st Century Skills will be emphasized, how much time will be spent on the unit, how student learning will be assessed, and more. Learn more and see an example...
- Explore/Evaluate/Select Intervention Resources. Intervention resources are used to provide additional help for students struggling with a skill/concept or to further deepen students' understandings of skills/concepts they quickly grasped. In both the Stemscopes program and Inspire Science program, intervention resources were included at a significant level, and there wasn't a need to recommend a separate, supplemental intervention program.
- Publish Curriculum. In order to make the Monte Vista School District easily accessible and to keep it a "living" document which can easily be updated over time, this was published digitally rather than in a (once) traditional three-ring binder printed format.
- Develop/Publish Parent Resources. Parent resources were included with this site so parents can learn more about what their child will be learning in science and how they can support their child in this process.
- Revise/Refine Curriculum Over Time. As noted, teachers will be easily able to update their Unit Guides as needed based on lesson effectiveness and student performance.
- Evaluate/Revise/Refine Process. Teachers were asked to complete a survey to provide feedback on what worked well with the curriculum development process and what could be improved. That information will help shape the process for the next content areas curriculum development team.