K12 Science At A Glance DELIVEREABLESdetroitk12.org/admin/academic_affairs/science/docs/k-12... · NOTE: THIS DOCUMENT IS AVAILABLE ON MYDPS 2009-2010 Academic Year K-12 Science Deliverables

NOTE: THIS DOCUMENT IS AVAILABLE ON MYDPS

2009-2010 Academic Year

K-12 Science Deliverables

Office of

Mozell P. Lang, Director

[email protected]

(313) 873-1485

AUGUST, 2009

K – 12 Science Deliverables 2009/2010 Academic Year

Office of Scientific Studies Office: 313.873.1485 Fax: 313.873.8599

Mozell P. Lang, Director, Office of Science Education – 313.873.1486 – [email protected] Deborah Peek-Brown, Supervisor, Elementary Science – 313.873.1791 – [email protected]

Nadine Tibbs-Stallworth, Supervisor, High School Science – 313.873.1793 – [email protected] NOTE: THIS DOCUMENT IS AVAILABLE ON MYDPS

Table of Contents

page

I. OVERVIEW

• Programs and Initiatives Flowchart

• Staff Directory

1 2

II. CURRICULUM COMPONENTS

• Calendar

• K – 8 Curriculum Guide (CD)

• Graduation Requirements

• Time Allotment Schedule

• NCLB High Qualified Definition

• Certification and Endorsements

3

7

8

9 – 11

12

13 – 16

III. TEXTBOOKS / KITS / RESOURCES

• Elementary Science Textbooks / Kits 17

• Middle School Prentice Hall Science Textbooks 18

• High School Science Textbooks / Resources 19 – 25

• Mathematics & Science Resource Center 26

• G2 Good Gardens 27

• Field Trips 28 – 32

IV. YEAR AT-A-GLANCE

• Elementary 33 – 37

• Middle School 38 – 40

• High School 41 – 46

V. SCIENCE PROGRAMS REVIEW

• Elementary

• Secondary

• K - 12

47 – 51

VI. SCIENCE PROGRAMS

• Funded 52 – 55

• Non-Funded 56 – 57

VII. PROFESSIONAL DEVELOPMENT 58 – 60

Detroit Public Schools Office of Scientific Studies Division of Curriculum & Instruction

2009-2010 Programs and Initiatives

Revised

Professional Development Assessment

Curriculum Alignment and Development

Advanced Placement Programs

African Centered/ Multicultural Science

Harcourt K-5 Science

Prentice-Hall Gr. 6-8 Science

HS Science Courses

SLA / Transition Academies

Classroom Inquiry-Based Management

K - 12 Content

Expectations

Elementary Middle & High School Teachers & Curriculum

Leaders

Technology, Virtual Labs

Diversity Connecting

with the Learner

Pre/Post Unit Assessments

MEAP/MME ACT

Standards Based Curriculum

Instruction & Assessment

Testing Out

Community Outreach

Teacher/Administrator Applicant Review/ Selection Process

Teacher Performance Support/Evaluation

Family Science

Recycling

Research Apprentice

Program (RAP)

Metropolitan Science Fair

Future City

Student Programs

Curriculum Materials

Partnerships

Parent/Student Support Packets / Inservice

Curriculum

U of M Ann Arbor/Dearborn * MMSTLC * Genomics Project * BioKids

Detroit Zoo/ Belle Isle Nature

Center

Wayne State University

Science Olympiad

International Baccalaureate

Leadership Training

Detroit Pre-Med Scholars

Detroit Science Center / Charles Wright African

American Museum

Greening of Detroit

Technology Center

Mathematics & Science Resource Center

DAPCEP

First Robotics ITEST

HS Common Assessments

TRAC Program

Instructional Materials Review

Safety in the Science Classroom

SAE A World in

Motion

MSU G2 Good

Gardening

Karmanos

Engineering Society of

Detroit

Community In Schools

Family Field Trips

You Be the Chemist

Grant Writing

Revised 8/2009

1

Recy-Clean

Staff

Director Mozell P. Lang, [email protected] Phone: (313) 873-1485 Fax: (313) 873-8586 Supervisors Deborah Peek-Brown, Elementary Science, (313) 873-1791 [email protected] detroitelescience.wordpress.com Nadine Tibbs-Stallworth, Secondary Science, (313) 873-1793 [email protected] detroithsscience.wordpress.com

Mathematics and Science Technology Center

Dr. Shedrick Ward (313) 596-0728 [email protected]

Brian Jewel (313) 596-0728 [email protected]

Math and Science Resource Center

Judith Reese Instructional Specialist, Science (313) 873-4519 [email protected]

Delbra Robinson Instructional Specialist, Mathematics (313) 873-4519 [email protected]

Support Staff Ronnell Henry (313) 873-4519

[email protected]

Instructional Specialists Donald Szlezyngier (313) 870-3479 [email protected]

Ceola Taylor (313) 870-3480 [email protected]

Christine Zakalata (313) 870-3482

[email protected]

Support Staff Maria Cancel (313) 873-1488 [email protected]

TaJuanda Greene (313) 873-1489 [email protected]

DAPCEP (Detroit Area Pre-College Engineering Program) Jason D. Lee, Executive Director (313) 831-3050 – Ext. 223 [email protected]

Veronica Hall, Accountant (313) 831-3050 - Ext. 230 [email protected]

2

Detroit Public Schools

OFFICE OF SCIENTIFIC STUDIES

Mozell P. Lang, Director, [email protected]

Nadine Tibbs-Stallworth, Secondary Supervisor, nadine.tibbs@detroitk12,org Debra Peek-Brown, Elementary Supervisor, [email protected]

Science Professional Development Calendar

3

2009-2010 Monday Tuesday Wednesday Thursday Friday Saturday

September 14th Biology Learning Digitally with Probes 21st High School Key Teachers Mtg.

8th Chemistry Learning Digitally with Probes 15th *Biology Learning Digitally with Probes, *Technology Tools in Elementary Science 22nd Elementary Key Teachers Mtg. 29th Good Gardens (G2)-Because We Grow Exponentially

3rd Professional Development Day 9th Chemistry Learning Digitally with Probes 16th Biology Learning Digitally with Probes

10th Chemistry Learning Digitally with Probes 17th *INS Learning Digitally with Probes, *Technology Tools in Elementary Science 24th *Middle School Key Teachers Mtg., *Technology Tools in Elementary Science

11h Chemistry Learning Digitally with Probes 18h INS Learning Digitally with Probes 25th AP Biology PD Series

12th Chemistry Learning Digitally with Probes 19th INS Learning Digitally with Probes 26th AP Biology PD Series






4


October Recycling Initiative Kick Off Mtg (TBA) 5th Science Fair Workshops (All Grade Levels) 19th High School Key Teachers Mtg. 26th MEAP Make-up test

6th Science Fair Workshops (All Grade Levels) 13th Brain Learning 20th Elementary Key Teachers 27th

*MEAP Make-up test, *Science Connection Expo and Math and Science Open House

28th MEAP make-up test

8th Michigan Alliance for Environment and Outdoor Education Conference U of M Dearborn 15th Science:K-12 Inquiry in the Classroom 22nd *Middle School Key Teachers Mtg, *Science MEAP Test 29th *MEAP Make-up test *K-12 Inquiry Workshop

9th Michigan Alliance for Environment and Outdoor Education Conference U of M Dearborn

10th Michigan Alliance for Environment and Outdoor Education Conference U of M Dearborn 24th MDSTA Conference Lawrence Tech






5


November 9th Grade 5-8 You Be the Chemist 16th High School Lead Teachers Mtg. 23rd Grades 5-8 You Be the Chemist

3rd Professional Development Day 10th Virtual Labs 17th Elementary Science Key Teacher’s Meeting

5th Science: K-12 Inquiry in the classroom 12th MALE Group – Michigan 19th Grant Writing (All Grade Levels)

20th Middle School Key Teacher’s Meeting

7th FOSS PD (Middle and Elementary) 14th FOSS PD (Middle and Elementary) 21st FOSS PD (Middle and Elementary)






6


December

5th FOSS PD (Middle and Elementary

15th

Energize Your Science

7


Office of Scientific Studies

K – 12 Science Curriculum Guides

and Pacing Calendars

Science GLCE Companion Document

Mozell P. Lang Director

Deborah PeekDeborah PeekDeborah PeekDeborah Peek----BrownBrownBrownBrown

Elementary Science Supervisor

NaNaNaNadine Tibbsdine Tibbsdine Tibbsdine Tibbs----StallworthStallworthStallworthStallworth

Secondary Science Supervisor



K – 12 Science Curriculum Guides

and Pacing Calendars

Science GLCE Companion Document

Mozell P. Lang Director

Deborah PeekDeborah PeekDeborah PeekDeborah Peek----Brown,Brown,Brown,Brown,

Elementary Science Supervisor

Nadine TibbsNadine TibbsNadine TibbsNadine Tibbs----StallworthStallworthStallworthStallworth,,,,

Secondary Science Supervisor

This document is intended to provide general guidance. Due to the complexity of the law, policies and guidance will continue to evolve. For specific information regarding the law, please refer to MCL 380,1278a and MCL 380.1278b. 3/08

8

INTRODUCTION

On April 20, 2006, Governor Jennifer M. Granholm signed into law one of the most comprehensive sets of high school graduation requirements in the nation called the Michigan Merit Curriculum. This law is a result of an extraordinary partnership between Governor Granholm, the State Board of Education, the State Superintendent of Public Instruction, the Legislature, and numerous education associations who worked together to better prepare students for greater success and to secure the economic future of our state.

As a result, a high school diploma in Michigan will soon say a lot more about the graduate whose name it bears. It will tell employers that our students have mastered the reading, writing, and math skills required for success in the workplace. It will tell college and university admissions officers and career and technical schools the student is ready for the rigors of post-secondary education. It will tell the world -- Michigan is committed to having the best-educated workforce.

The Michigan Merit Curriculum defines a common set of required credits for graduation and provides educators with a common understanding of what student's should know and be able to do for credit. It also provides students the learning opportunity, knowledge and skills they need to succeed in college or the workplace.

Michigan Merit Curriculum

The Michigan Merit Curriculum requires students entering 8th grade in 2006, to obtain a minimum of 16 credits for graduation, which could be met using alternative instructional delivery methods such as alternative course work, humanities course sequences, career and technology courses, industrial technology or vocational education courses, or through a combination of these programs.

The new law also requires students to have an online course or learning experience. For a student to meet this requirement, the student must meet either of the following, as determined by the school district or public school academy: 1) Has successfully completed at least 1 course or learning experience that is presented online, as defined by the Michigan Department of Education (MDE); and 2) The student’s school district or public school academy has integrated an online experience throughout the high school curriculum by ensuring that each teacher of each course that provides the required credits of the Michigan merit curriculum has integrated an online experience into the course.

In addition, students entering the 3rd grade in 2006 will need to complete two credits of a language other than English in grades 9-12; OR an equivalent learning experience in grades K-12 prior to graduation. High School Content Expectations and Course/Credit Content Expectations and Guidelines are available on the Michigan Department of Education's high school web page at www.mi.gov/highschool.

Michigan Merit Curriculum High School Graduation Requirements

Effective Beginning with Students Entering 8th Grade in 2006 (Class 2011)

MATHEMATICS - 4 Credits

Algebra I Geometry Algebra IIONLINE LEARNIN One math course in final year

of high school

ENGLISH LANGUAGE ARTS - 4 Credits

English Language Arts 9 English Language Arts 11 English Language Arts 10 English Language Arts 12

SCIENCE - 3 Credits

Biology One additional science credit Physics or Chemistry

SOCIAL STUDIES - 3 Credits

.5 credit in Civics .5 credit in Economics U.S. History and Geography World History and Geography

PHYSICAL EDUCATION & HEALTH - 1 Credit

VISUAL, PERFORMING AND APPLIED ARTS - 1 Credit

ONLINE LEARNING EXPERIENCE Course, Learning or Integrated Learning Experience

WORLD LANGUAGE - 2 Credits In grades 9-12; OR an equivalent learning experience in grades K-12

Effective Beginning with Students Entering 3rd Grade in 2011 (Class of 2016)

http://www.mi.gov/highschool

11

MICHIGAN DEPARTMENT OF EDUCATION Chart of Types of Teaching Certificates That

Meet NCLB “Highly Qualified” Definition

Permanent Certificate* (No MTTC)

Continuing 18-Hour Certificate* (No MTTC)

Continuing 30-Hour Certificate* (No MTTC)

Provisional Certificate (No MTTC)

Professional Education Certificate (No MTTC)

Provisional Certificate (Passed MTTC)

Professional Education Certificate (Passed MTTC)

Elementary Cert. K-8 All Subjects**

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

N/A

N/A

Secondary Cert. 7-8 All Subjects**

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

N/A

N/A

Elementary Cert. K-5 All Subjects K-8 All Subjects (self contained) Major(s) (6-8)

Meets

Meets

Meets

Meets

Meets

Meets

Meets

Elementary Cert. K-5 All Subjects K-8 All Subjects (self-contained) Minor(s) (6-8)

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

Meets

Meets

Secondary Cert. Major(s)

Meets

Meets

Meets

Meets

Meets

Meets

Meets

Secondary Cert. Minor(s)

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

Does Not Meet

Meets

Meets

*This type of certificate is no longer issued in Michigan, but is still valid for teaching in K-12 schools.

**This designation is no longer available in Michigan (effective September 1, 1988).

Classes that Can be Taught by Holders of Various En dorsements, as Impacted by NCLB Michigan Department of Education

NOTE: The Administrative Rules Governing the Certification of Michigan Teachers requires that ALL teachers hold the appropriate endorsement for the subject(s) they are assigned to teach. Federal No Child Left Behind (NCLB) legisl ation requires that the first step in being Highly Qualified (HQ) for a subject is to be PROPERLY STATE CERTIFIED for the subject area(s). “Core subject areas” identified in federal NCLB legislation are indicated by bold, italic text.

13

Endorsement Code Classes That Can Be Taught By Holders of Each Endor sement Considerations for NCLB

Science This endorsement no longer issued to candidates since October 2008 (This code was replaced by the DI.)

DX General Science Science

Biology Chemistry Physics Earth/Space Science Physical Science

� Holders of DX endorsements, who have passed the DX or DI MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

� Holders of DX endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing a group science major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).

Integrated Science DI Integrated Science General Science Science

Biology Chemistry Physics Earth/Space Science Physical Science

� Holders of DI endorsements, who have passed the DX or DI MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

• Holders of DI endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing a group science major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).



14


Biology DA Biology Ecology Botany Zoology Human Anatomy and Physiology Environmental Science

Life Science Biochemistry Genetics Microbiology Forensic Science

� Holders of DA endorsements, who have passed the DA MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

� Holders of DA endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing a biology major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).

Chemistry DC Chemistry Organic chemistry Physical Science

Biochemistry Forensic Science

� Holders of DC endorsements, who have passed the DC MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

� Holders of DC endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing a chemistry major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).



15


Physics DE Physics Astronomy Physical Science

� Holders of DE endorsements, who have passed the DE MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

� Holders of DE endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing a physics major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).

Earth/space science DH Astronomy Earth/Space science Geology Limnology

Meteorology Mineralogy Oceanography Weather

� Holders of DH endorsements, who have passed the DH MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

� Holders of DH endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing an earth/space science major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).



16


Physical science DP Physical Science Physics Chemistry

� Holders of DP endorsements, who have passed the DP MTTC, may teach these classes in the grade levels indicated on their teaching certificates.

� Holders of DP endorsements may demonstrate HQ status to teach the bolded, italicized classes in the grade levels indicated on their teaching certificates, by completing a physical science major (or its equivalent) or by meeting the criteria established by High Objective Uniform State Standards of Evaluation (HOUSSE).

For additional information, see http://www.michigan.gov/teachercert

17

Elementary Science Instructional Materials

Kindergarten Harcourt, Science, K Grade 1 Harcourt, Science, Units A-B

Kits FOSS: Animals Two by Two, Insects Kit, Air and Weather Kit. Solids and Liquids Delta: Properties States of Matter

Grade 2 Harcourt. Science, Grade 2

Kits FOSS: Solids and Liquids, Landforms Kit

Grade 3 Harcourt, Science, Grade 3

Kits FOSS: Structures of Life Kit, Landforms Kit, Delta: Sound, Lenses and Mirror (not available in K-5 Schools), Rocks and Minerals


Kits FOSS, Magnetism and Electricity Kit, Structures of Life Kit Delta: States of Matter


Kits FOSS, Measurement Kit. Delta, Force and Motion

Laser Discs (where available) Videodiscovery, Science Sleuth’s

Earth Science Life Science Physical Science The Riddle of the Rhino Cast, Disc 2 The Sap Situation, Disc 2 The Little Blimp that Couldn't, Disc 3 The Wreck of the Fortuna Dourada. Disc 2

The Pet Store Predicament, Disc 1 The Case of the Sore Team. Disc 1 The Plant that Wouldn't Grow, Disc 1 The Out of Control Cafe, Disc 1 The Frog File, Disc 2 The Fast Fish Frenzy, Disc 1 The Dubious Donor, Disc 1

The Challenge of the Bogus Brakes, Disc 3 The Alarming Episode, Disc 3 The Puzzling Picture, Disc 3

18

Middle School Prentice Hall Science Textbooks

Prentice Hall Middle School Science Textbooks

Resources with Each Book

• From Bacteria to Plants, Grade 8

• Chemical Interactions, Grade 8

• Inside Earth, Grade 8

• Astronomy, Grade 8

• Human Biology and Health, Grade 8

• Earth Waters, Grade 7

• Cells and Heredity, Grade 7

• Chemical Building Blocks, Grade 7

• Motion, Forces, and Energy, Grade 7

• Earth’s Changing Surface, Grade 7

• Environmental Science, Grade 6

• The Nature of Science and Technology,

Grade 6

• Electricity and Magnetism, Grade 6

• Weather and Climate, Grade 6

• Sound and Light, Grade 6

• Spanish Teaching Guide with Test

• Spanish Guided Reading and Study

• Teaching Resources

• Student Copies

• Teachers Edition

• Spanish Student Copies

• Guided Reading and Study Workbook

• Adapted Test

• Adapted Reading and Study Workbook

• All-in-One Teaching Resources

OfficeOfficeOfficeOfficessss of Science of Science of Science of Science and Mathematics and Mathematics and Mathematics and Mathematics EducationEducationEducationEducation

• K-12 Mathematics and Science materials and resources

• Kits, videos, models, probes

• Calculators, manipulatives

Parking Available: Lot on north side of building off Owen or on Lot off Josephine Street (behind church)

For more information please contact:

Judith Reese, Instructional Specialist

Delbra Robinson, Instructional Specialist

Hours of Resource Center: 8:00 a.m. – 4:00 p.m.

* PLEASE MAKE PRIOR ARRANGEMENTS TO PICK UP OR RETURN ITEMS *

MATHEMATICS / SCIENCE

RESOURCE CENTER

inside Detroit International

Academy (Formerly Northern High School)

9026 Woodward (North Lower Wing – Room 119)

Detroit, MI 48202

313.873.4519

26

Detroit Public Schools & Michigan State University

G2 Good Gardens

Because We Grow Exponentially

Conduct Research and Investigations Become a Master Gardener Learn the Science of Nutrition

The Program Will:

Promote gardening as a complete process of planning, planting, caring, harvesting, eating, marketing, distributing and researching plants.

Conduct research for furthering science education and presenting at science fairs and symposia;

Create a self-sustaining growing environment as part of an emphasis on a “Greener School”;

Grow food for better nutrition and improved health.

Provide connection between the consumption of plants and their health benefits;

Sell the produce & use profits from the gardens to support extracurricular activities e.g. band, & sports and clubs;

Document the complete process with photography, videography, creative writing, publication, production, so that the project can be replicated.

Contact: Mozell P. Lang, Office of Scientific Studies, Detroit Public Schools 313-873-1486(W) & 517-214-7450(M), [email protected] or

Becky Henne, Associate Program Leader, Children, Youth, Families & Communities - Michigan State University Extension 517-432-7626, [email protected]

27

DETROIT PUBLIC SCHOOLS


SCIENCE FIELD TRIPS

28

Field Trip Site Field Trip Description

1. University of Michigan Environmental Interpretive Center (Dearborn) Life Science

The Environmental Interpretive Center (EIC) opened in May of 2001 and provides experiential environmental education activities for school children, teachers and university students. The EIC offers an open interactive exhibit area where visitors can explore different aspects of rivers and human impacts in the watershed. The Center also is the gateway to the foot trails in the Natural Area.The Environmental Interpretive Center is home to the Rouge River Bird Observatory (RRBO). RRBO is involved in bird banding research to study the use of stopover sites for migrating song birds. Visit www.rrbo.org for more information.

2. Belle Isle Nature Zoo (Detroit)

Life Science The Belle Isle Nature Zoo offers a variety educational programs; Hike by Bike-Creekside, Small World of Mosquitoes, Blue Beech Trail Walk, the Lighthouse Tour, Dirt Exploration, Blue Lagoon, A Garden Visit, Wildflowers, Cicadas, Golden rod, Hooked on Mnemonics, Mother of Pear and the “Deer Encounter”. Twenty-five fallow deer that once roamed the island now enjoy a one-acre enclosure and barn at the Belle Isle Nature Zoo.

3. Leslie Science and Nature Center (Ann Arbor) Life Science

The Leslie Science and Nature Center is now the Leslie Science & Nature Center and Black Pond Woods. The Center is open for all to explore and enjoy. The Center is made possible by the Dr. Eugene and Emily Trust Fund. The center provides youth with educational experience that foster understanding, appreciation, and respect for the nature environment and that also generates responsible environmental stewardship. The center is designed to provide environmental education for children between preschool and middle school that complement their school science curriculum..

4. Crosswinds Marsh (Wayne County) The Crosswinds Marsh are woods, marsh and prairie habitats. Some of the trail is boardwalk. Some is made from compact gravel. It is possible to create a 5+ mile hike by connecting some of the smaller loops or the long-distance horse trail. Most trails, however, are fairly short. There are several interesting landmarks in the park. The first is a bald eagle nest in the southern section of the park. Another is a neat water control structure in the SE quadrant of the park. There is a nice screened picnic area near the main trailhead and the horse trail requires a water crossing in the NW section of the park.



SCIENCE FIELD TRIPS

29


5. Detroit Science Center The Detroit Science Center is a hands-on museum that inspires its visitors to pursue and support careers in engineering, technology and science. The center features Michigan’s only Chrysler IMAX Dome Theatre; the Dassault Systèmes Planetarium; the DTE Energy Sparks Theater; the Chrysler Science Stage; an 8,700 square-foot Science Hall for traveling exhibits; hands-on exhibit galleries focusing on space, life and physical science; the United States Steel Fun Factory; an exhibit gallery just for pint-size scientists; and a Special Events Lobby.

6. Cranbrook Institute of Science You are cordially invited to visit the Cranbrook Institute of Science, a great place to explore science, technology, and natural history. The Institute' provides exhibits, hands-on activities, and planetarium shows. At the Institute you will discover educational events, up-to-date scientific information, and some pretty outstanding sights; from sparkling diamonds to the towering T. rex, to live animals in the Bat Zone, you will find something of interest.

7. Ann Arbor Hands On Museum (Ann Arbor)

The Ann Arbor Hands-On Museum now features over 250 interactive exhibits on subjects including physics, geology, math, music and technology.

8. Air Zoo Kalamazoo The Kalamazoo Aviation History Museum — generally referred to as the Air Zoo — is located just down the street from the Kalamazoo-Battle Creek International Airport and only minutes from downtown Kalamazoo in Portage, Michigan. It is the first museum of its kind in the world with its "museum-meets-indoor-amusement-park" theme. It boasts many historical and rare aircraft, including the world's only remaining SR-71B Blackbird. Many of its antique planes are airworthy.

9. Wayne State University Planetarium The planetarium features a Spitz 512 optical-mechanical projector. This analog projector features superb optical resolution and renders a beautiful and realistic night sky on our 27-foot dome. The facility is dedicated to space science and astronomy education and outreach activities. Shows are presented for K-12, community college and Wayne State students, the general public and the extended Wayne State family. Special instructional shows may be arranged for both high school and college astronomy students, and for pre-service teachers, as well.



SCIENCE FIELD TRIPS

30


10. University of Michigan Museum of Natural History

The Exhibit Museum of Natural History promotes understanding and inspires appreciation of the natural world and our place in it. It was formally established as a separate museum in 1956, although its mission to provide exhibits and educational programs in natural history and anthropology for the public and campus communities has been pursued since the late 19th century. Originally serving as a window onto the University’s natural science research and collecting museums (Paleontology, Zoology, Anthropology, and the Herbarium), the Exhibit Museum’s scope has broadened to include astronomy, geology, and other current scientific research.

11. Camp Greening-Greening of Detroit Life Science

The Greening provides students and educators with the tools necessary to increase their environmental science skills, environmental exploration and provide quality, service-learning opportunities in order to create the next generation of environmental stewards. Every school that participates in The Greening's TreeKeepers Kids program designs and builds an outdoor classroom in its schoolyard. These outdoor classrooms take the form of native wildlife habitats, butterfly gardens, vegetable gardens, orchards and tree nurseries. They provide an outside laboratory for place-based education programs throughout Detroit The Greening will also continue to work closely with DPS to offer a summer science academy in every TKK school. This academy provides targeted curriculum and intense workshop to select students who struggle with science learning.

12. (DPS) Northwestern High School Planetarium Earth Science

Northwestern High School is home to the District’s only planetarium. It has become a resource site for science and math, and is the original site for the Science Connection program. Northwestern is also the home of the Detroit Public School Technology Center.

13. River Rouge Factory Tour Physical Science

The River rouge Factory field trip experience is designed to introduce students to the history and science of auto manufacturing. The general overview of The Rouge from its establishment as the largest industrial complex in the world in the 20th century to its revitalization in the 21st century. Each image includes brief, background information. Many images include questions for further analysis, interpretation and discussion. The Rouge was about more than simply production. Learn about glass making, the paper mill, and workers with disabilities at the Rouge.



SCIENCE FIELD TRIPS

31


14. Henry Ford Museum and Greenfield Village Physical Science

The Henry Ford, a National Historic Landmark, (also known as the Henry Ford Museum and Greenfield Village, and more formally as the Edison Institute), in the Metro Detroit suburb of Dearborn, Michigan, USA, is the nation's "largest indoor-outdoor history museum" complex. [2] [3] Named for its founder, the noted automobile industrialist Henry Ford, and based on his desire to preserve items of historical significance and portray the Industrial Revolution, the property houses a vast array of famous homes, machinery, exhibits, and Americana. The collection contains many rare exhibits including John F. Kennedy's presidential limousine, Abraham Lincoln's chair from Ford's Theatre, Thomas Edison's laboratory, the Wright Brothers' bicycle shop, and the Rosa Parks bus.

15. Detroit Zoological Park (Royal Oak MI) Life Science

The zoo participates in numerous Species Survival Plans helping preserve critically endangered species. Trumpeter swans and Partula snails were raised at the zoo for reintroduction to the wild, while the zoo has taken in abused circus animals (Barle the polar bear in 2002) and a drug-house guard lion. Barle successfully gave birth to a cub, Talini, in late 2004 . In the spring of 2005, two wolverine kits were born at the zoo - a very rare event for the species, which tends to breed poorly in captivity, and symbolic given that the wolverine is the state mammal of Michigan. [2] In 2001, the National Amphibian Conservation Center (2001) (or Amphibiville) and the Arctic Ring of Life (2001) - the world's largest polar bear exhibit - opened to the public.[3][4] The Arctic Ring of Life exhibit is centered around a 300,000 U.S. gallon (250,000 imp gal; 1,136,000 L) aquarium. The exhibit allows visitors to view the polar bears and seals from a 70 foot (21 m) long underwater tunnel. The tunnel is 12 feet (3.7 m) wide by 8 feet (2.4 m) tall (3.6 m by 2.4 m) and is made of four-inch (10.1 cm) thick clear acrylic walls that provides a 360-degree view into the aquarium above.[5][6] Other new buildings include the Ruth Roby Glancy Animal Health Complex (opened 2004) and the 38,000-square-foot (3,500 m2) Ford Education Center (opened 2005)



SCIENCE FIELD TRIPS

32


16. Nature Center at Friendship Woods Life Science

Kids can learn about the scourge of the animal kingdom - stinging and biting insects - as a naturalist using real bugs helps participants see the difference and similarities between those that bite and those that just look like they could. A craft follows. Advance registration is required. Kids can learn about the scourge of the animal kingdom - stinging and biting insects - as a naturalist using real bugs helps participants see the difference and similarities between those that bite and those that just look like they could. A craft follows. Advance registration is required.

Detroit Public Schools Office of Science

Pacing Calendar2009-2010

Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Lbr Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARY MLK

FEBRUARY

MARCH PD PD

APRIL

MAY

JUNE

No day this month 33

Thanksgiving

Winter Holiday Winter Holiday

February Break

Unit 2: Weather

Unit 2: Weather

Unit 3: Seasons

Unit 3: Seasons Unit 3: Seasons Unit 3: Seasons

Unit 2: Weather Unit 2: Weather

Unit 3: Seasons Unit 4: Properties Unit 4: Properties Unit 4: PropertiesSpring Break

Unit 2: Weather Unit 2: Weather Unit 2: Weather

Unit 4: Properties

Unit 4: Properties Unit 4: Properties

Unit 3: Seasons Unit 3: Seasons

Unit 4: Properties Unit 4: Properties

This is at best a skeletal timeline. Per individual building, days may shift to accommodate periodic assessments of student understanding, scheduled staff professional development, half days, and emergency days. This flow chart is intended to provide administrators, teachers, parents and students an 'At A Glance'

view of course content and the pedagogical sequence.

Unit 2: Weather

Unit 2: Weather Unit 2: Weather

Unit 1: Animal Life Unit 1: Animal Life Unit 1: Animal Life Unit 1: Animal Life Unit 1: Animal Life

Unit 2: Weather

SCIENCE

Weekend DatesSchools Closed

Unit 3

Grade 1

Unit 1: Animal Life Unit 1: Animal Life Unit 1: Animal Life Unit 1: Animal Life

Unit 1: Animal

Life



Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Lbr Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARY MLK

FEBRUARY

MARCH PD PD

APRIL

MAY

JUNE

No day this month

Winter Holiday

SCIENCE

Unit 2: Water Unit 2: Water

Unit 2: Water

Unit 1: Measurement Unit 1: Measurement Unit 1: Measurement

Unit 2: Water

Schools Closed 34

Unit 3

Grade 2

Unit 1: Measurement Unit 1: Measurement Unit 1: Measurement Unit 1: Measurement

Unit 1: Measurement



Winter Holiday

Thanksgiving


Weekend Dates

Unit 1: Measurement Unit 1: Measurement

Unit 4: Plant Life

Unit 4: Plant Life

Unit 2: Water

Unit 3: Earth's Surface Unit 3: Earth's Surface

Unit 2: Water


Unit 4: Plant Life

Unit 3: Earth's Surface

Unit 4: Plant Life

Unit 3: Earth's Surface Unit 4: Plant Life Unit 4: Plant Life Unit 4: Plant LifeSpring Break

Unit 4: Plant Life



February Break

Unit 2: Water



Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 # 19 20 21 22 23 24 25 # 27 28 29 30 31

SEPTEMBER Lbr Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARYPD

MLK

FEBRUARY

MARCH PD PD

APRIL

MAY

JUNE

No day this month

Unit 3: Earth's Surface Unit 3: Earth's Surface Unit 3: Earth's Surface February Break

Unit 2: Sound and Light



Unit 5 Natural Resources

Unit 4: Motion Unit 5 Natural ResourcesUnit 4: Motion Unit 4: Motion






Unit 4: Motion Unit 4: Motion

Spring Break



Schools Closed 35

Unit 4: Motion

Grade 3

Unit 1: Plants and

Animals

Unit 1: Plants and Animals




This is at best a skeletal timeline. Per individual building, days may shift to accommodate periodic assessments of student understanding, scheduled staff professional development, half days, and emergency days. This flow chart is intended to provide administrators, teachers, parents and students an 'At A

Glance' view of course content and the pedagogical sequence.


Winter Holiday

Unit 2: Sound and

Light

SCIENCE

Weekend Dates






Unit 2: Sound and

Light

Unit 4: Motion


Unit 4: Motion

Thanksgiving

Winter Holiday



Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 # 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Lbr Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARYPD

MLK

FEBRUARY

MARCH PD PD

APRIL

MAY

JUNE

No day this month

Topic: Electricity

Topic: Sound

Unit 4: Motion

Thanksgiving


Topic: Earth's Surface/ Fosslis

SCIENCE

Weekend Dates

Topic: Animal Adaptations Topic: Animal Adaptations Topic: Animal

AdaptationsTopic: Earth's

Surface/FosslisTopic: Earth's

Surface/Fosslis

Topic: Earth's Surface/Fosslis

Schools Closed 36

Topic: Electricity

Grade 4

Topic: Animal

Adaptations

Topic: Animal Adaptations




This is at best a skeletal timeline. Per individual building, days may shift to accommodate periodic assessments of student understanding, scheduled staff professional development, half days, and emergency days. This flow chart is intended to provide administrators, teachers, parents and students an 'At A Glance' view of course content

and the pedagogical sequence.

Topic: Sound



Topic:Plants

Topic:Motion/Simple Machines Topic:Plants

Topic: Light Topic: Light

Spring Break

Topic:Plants


Topic:Plants

Topic: Electricity

Topic:Motion/Simple Machines



Topic: Earth Moon and Sun

Topic: Earth Moon and Sun

Topic: Earth Moon and Sun Topic: Earth Moon and Sun

Topic: Sound Topic: Sound Topic: Light February Break



Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Lbr Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARY PD MLK

FEBRUARY

MARCH PD PD

APRIL

MAY

JUNE

No day this month

Thanksgiving


February Break

Unit 3: Body Systems Unit 3: Body Systems


Unit 3: Body Systems


Unit 5: Herdity and Evolution

Unit 4: Motion

Unit 4: Motion Unit 4: Motion Unit 5: Herdity and Evolution


Unit 4: Motion

Spring Break

Unit 2: Solar System Motion








Unit 4: Motion










Unit 3: Body

Systems


SCIENCE

Weekend DatesSchools Closed 37

Unit 4: Motion

Grade 5

Targeted Learning

Connections

Targeted Learning Connections Unit 1: Inquiry Unit 1: Inquiry

Unit 2: Solar

System Motion

Detroit Public Schools 2009-2010 Year at a Glance

Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Labor Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARY PD MLK DAY

FEBRUARY

MARCH

APRIL

MAY

ME

MO

RIA

L D

AY

JUNElast

report card

record day

Month Does Not Include these DatesGLCE-aligned Pre and Post Assessments are available for each unit and may be used to identify prior knowledge and misunderstandings to guide and evaluate instruction.

Grade 6~Theme: Change

Unit I: Does Science Change the Way You Think?


Unit I: Does Science Change the Way You Think? Unit I



Unit II: How Does Energy Change Matter?

Unit II: How Does Energy Change

Matter?


Unit I: Does Science Change the Way You

Think?


Complete Unit I//Unit II: How Does Energy Change Matter?


Unit III: What Can Changes Inside Earth Communicate?



Unit III: What Can Changes Inside

Earth Communicate?

Unit V: How Do Populations Change Over Time?

Unit V: How Do Populations Change Over

Time?

Unit V: How Do Populations Change

Over Time?

Unit IV: How Does Earth's Surface Change?

Unit III: What Can Changes Inside Earth

Communicate?












Unit V//Close Records

Schools Closed 38

SCIENCE


Class Introduction & Procdures//Unit I

Unit V

Weekend Dates

Unit V: How Do Populations Change Over

Time?


THANKSGIVING

HOLIDAY BREAK

FEBRUARY BREAK


PD: March 23-24

SPRING BREAKUnit V: How Do

Populations Change Over Time?


Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Labor Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARY PD MLK DAY

FEBRUARY

MARCH

APRIL

MAY

ME

MO

RIA

L D

AY

JUNElast

report card

record day

Month Does Not Include these Dates

Grade 7~ Theme: Our World: The Seen and Unseen

Unit I: How is the Work of Scientists Seen?

Unit II: What Seen and Unseen Factors Affect Fluid Earth?

Unit II: What Seen and Unseen Factors Affect Fluid Earth? Unit II








THANKSGIVING

Unit IV: How Do Unseen Forces

Interact with Our World?

Unit III: What Seen and Unseen Components Make Up Our World?

Unit III: What Seen and Unseen Components Make

Up Our World?

Unit III: What Seen and Unseen Components Make

Up Our World?

Unit IV: How Do Unseen Forces Interact with Our World?




SPRING BREAK

FEBRUARY BREAK


PD: March 23-24

Unit V// Close Records

Unit V: What Are the Unseen Building Blocks of Our Body?

Unit V: What Are the Unseen Building Blocks of

Our Body?

Unit IV: How Do Unseen Forces Interact with Our

World?


Unit V: What Are the Unseen Building Blocks of

Our Body?



GLCE-aligned Pre and Post Assessments are available for each unit and may be used to identify prior knowledge and misunderstandings

to guide and evaluate instruction.

HOLIDAY BREAK







Schools Closed 39Weekend Dates

SCIENCE


Class Introductions & Procedures//Unit I: How is

the Work of Scientists Seen?

Unit IV






Calendar 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

SEPTEMBER Labor Day

OCTOBER

NOVEMBER PD

DECEMBER

JANUARY PD MLK DAY

FEBRUARY

MARCH

APRIL

MAY

ME

MO

RIA

L D

AY

JUNElast

report card

record day

Month Does Not Include these Dates

Grade 8~Theme: Systems

Unit I: Targeted Learning Connections

Unit II: What Systems are at Work in Plants?

Unit II: What Systems are at Work in Plants? Unit II



Unit II: What Systems are at Work in Plants? MEAP

SCIENCE:OCTOBER 23

Unit III: How Does Our Body System Work?

MEAP SCIENCE MAKE UP:OCTOBER 28

Unit III: How Does Our Body System

Work?



Unit III: How Does Our Body System

Work?

UNIT V:What Affects the Systems of Fluid Earth?

PD: March 23-24

Unit VI: What Systems are at Work in Our Universe?

Unit V: What Affects the Systems of Fluid Earth? SPRING BREAK


Unit III: How Does Our Body System Work? HOLIDAY BREAK

FEBRUARY BREAK

Unit V: What Affects the Systems of Fluid

Earth?

Unit IV: How Is Electricity a System?



Unit V: What Affects the Systems of Fluid Earth?








GLCE-aligned Pre and Post Assessments are available for each unit and may be used to identify prior knowledge and misunderstandings

to guide and evaluate instruction. Schools Closed 40Weekend Dates




Unit V//Close Records

SCIENCE


Class Introductions & Procdures//Unit I: Targeted

Learning Connections

Unit V

THANKSGIVING



Unit II: What Systems are at Work in

Plants?



DETROIT PUBLIC SCHOOLS CURRICULUM INSTRUCTIONAL SEQUENCE AND PACING CHART

Integrated Natural Science (INS) Grade 9

Year-At-A-Glance 2009-2010 Academic Year

This is at best a skeletal time line. Days may shift to accommodate periodic assessment of student understanding, performance indicator assessments, MEAP-HST, TerraNova, and MIP testing, scheduled staff professional development and half days, any emergency days and further academics school year calendar days.

PD = Professional Development Day (Staff) FD stf = First Day for Staff FS std = First Day for Students Lbr Day = Labor Day MLK = Martin Luther King Day MD = Memorial Day LD = Last Day (Student/Staff) HD = Half Day for Students

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Aug

Sept Lbr Day

Time & Distance Investigation & Experiments

Speed

Mathematical Models

Oct Position & Time Acceleration Force, Mass Acceleration

Weight, Gravity

Equilibrium Action, Reaction

Forces in Machines

The Lever

Nov **** Gears & Design

Work PD Work Vet ½ Day

Energy Conservation Energy

Transformation (ET)

ET What is a Circuit

Thanksgiving What is a Circuit &

Charge

Dec Voltage Current Resistance Ohm's Law Work, Power,

Energy More

Electricity Christmas Break

Jan PD Series Circuits Series Circuits & Parallel Circuits

MLK

Harmonic Motion RC NSem Harmonic Notion

Harmonic Motion /Waves

Feb Waves Waves Waves PD Sound Sound

Mar

Sound

Light & Optics L & O

MME MME Light & Optics

Light & Optics /

Properties of Matter (PM)

PM

PD PD Properties of Matter

Apr Spring Break

Properties of Matter

Properties of Matter / Atoms & Elements

Atoms & Elements

Changes in Matter

May Changes in Matter Water in the Environment

Water in the Environment

Water /Chemistry in the

Environment MD

Chemistry in the Environment

June Chem in the Envir

Finals RC RD


Biology Instructional Materials


This is at best a skeletal timeline. Per individual building, days may shift to accommodate periodic assessments of student understanding, performance indicator assessment ACT/MME, TerraNova, ACT Explore/Plan assessment, scheduled staff professional development and half day, any emergency days and further academic school year calendar days. This flow chart is intended to provide, administrators,

teachers, parents, and students, an 'at a glance' view of course content and the teaching instructional sequence.

Important Assessments: MME/ACT : March; TerraNova: April; ACT Explore/Plan: June


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Aug

PD RD PD

Aug

Sept Lbr Day

Ecosystem in A Jar Lab

Flow of Energy and Biochemical Cycles



Sept

Oct Ecosystem - Succession Ecosystem - Succession Population/Human Impact Population/Human Impact Population/Human

Impact Oct

Nov Population/Human Impact HIV/AIDS

PD-Nov 6 Cells - Prokaryotic & Eukaryotic Cells - Prokaryotic & Eukaryotic Stable Internal

Environment Thanksgiving Nov

Dec Stable Internal Environment

/ Homeostasis

Stable Internal Environment / Homeostasis

Stable Internal Environment /

Homeostasis Christmas Break Dec

Jan Christmas Break Photosynthesis &

Respiration

Photosynthesis & Respiration PD - Jan 18

MLK

Mitosis Mitosis & Meiosis Jan

Feb Fundamental Hereditary Fundamental Heredity Winter Break Heredity - Structures,

Expression and Technology Feb

Mar Heredity - Structures,

Expression & Technology Structures, Expression & Techno

Test dates - March 11-12 Heredity - Structures,

Expression & Technology Good Friday/Spring Break Mar

Apr Organization of Living Things PD - Apr 1-2 Organization of Living Things Natural & Artificial Selection

Natural & Artificial Selection

Evolution - Modern

Humans Apr

May Evolution - Modern

Humans Evolution - Modern Humans

MD Finals

May

June Finals LDS LDT June

July July


/NTS (2003/04)

Anatomy and Physiology Grade 11 - Science


This is at best a skeletal time line. Days may shift to accommodate periodic assessment of student understanding, performance indicator assessments, MEAP-HST, TerraNova, and MIP testing, scheduled staff professional development and half days, any emergency days and future academic school year calendar days.

PD = Professional Development Day (Staff) FD = First Day for Students Lbr Day = Labor Day MLK = Martin Luther King Day

MD = Memorial Day LD = Last Day (Student/Staff) HD = Half Day for Students

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Aug Summer Vacation

PD

PD FD Terminology Labor Day Aug

Sept Lbr Day

Chemical Basis of Life

Cells Metabolism

Tissue Skin Sept

Oct Skin Skeleton Skeleton Muscles Muscles

HST Retesters Oct

Nov Nerves

HST Retesters Nerves

(Vet. Day- Nov.11) Senses Senses Thanksgiving Holiday Nov

Dec Endocrine

(PD - Dec. 4) Endocrine Endocrine Christmas Holiday Dec

Jan Christmas Review First Semester Assessment

MLK Blood Cardiovascular Jan

Feb Cardiovascular Lymphatic/Immune System Lymphatic/Immune System Mid-winter Break Feb

Mar Digestion

(PD - March 4) Digestion Nutrition/Metabolism Nutrition/Metabolism

Respiration TerraNova

Mar

Apr Respiration TerraNova Spring Break Excretion Reproduction

HST- All Apr

May Reproduction

HST- All

Reproduction MIP

Genetics Seniors Finals M D May

June Review Second Semester

Assessment L D Std

LD Tch Summer Vacation June

July Summer Vacation July

Detroit Public Schools Curriculum Instructional Sequence and Pacing Chart

Chemistry Grade 11 Science






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Aug

PD RD PD

Aug

Sept Lbr Day

Mathematics Review

Mathematics Review Qualitative Description of

Chemistry - Matter

Periodic Table -

Composition of the Atom Sept

Oct Periodic Table Periodic Table - Electrons in

Atoms

Atomic Interactions - Chemical Bonding



Oct

Nov Chemical;

Rxns & Equations

Chemical Rxns &

Equations PD-Nov 6

Quantitative Chemistry - Mole

relationships Quantitative Chemistry - Stoichiometry

Quantitative Chemistry -

Stoichiometry Thanksgiving Nov

Dec Quantitative Chemistry -

Stoichiometry

Quantitative Chemistry -Stoichiometry

Titration - Solutions Christmas Break Dec

Jan Christmas Break Titration - Solutions Quantitative Chemistry - Gases PD -

Jan 18

MLK

Quantitative Chemistry - Gases

Titration - Acids & Bases Jan

Feb Titration - Acids & Bases Chemistry Kinetics Winter Break Chemical Equilibrium Feb

Mar Motion & Energy - Thermodynamics

Motion & Energy - Thermodynamics

Test dates - March 11-12 Interactive Forces Good Friday/Spring Break Mar

Apr Reduction-Oxidation Rxns PD - Apr 1-2 Reduction-Oxidation Rxns Reduction-Oxidation Rxns

Chemistry of Life - Organic Chemistry

Chemistry of Life - Organic Chemistry

Apr

May Nuclear Chemistry Nuclear Chemistry

MD Finals

May


July

July

DETROIT PUBLIC SCHOOLS Curriculum Instructional Sequence and Pacing Chart

Earth Science Grade 11 Science






1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Aug

PD RD PD

Aug

Sept Lbr Day

Solar System & Universe

Solar System & Universe Solar System & Universe

Matter & Energy Sept

Oct Matter & Energy Matter & Energy Rock Record & Fossils Rock Record & Fossils Matter & Energy Oct

Nov Matter & Energy Matter & Energy

PD-Nov 6 Changes in Matter & Energy Changes in Matter & Energy Plate Tectonics Thanksgiving Nov

Dec Plate Tectonics Plate Tectonics Glaciation & The Great Lakes Christmas Break Dec

Jan Christmas Break Atmosphere & Weather Atmosphere & Weather

PD - Jan 18

MLK Atmosphere & Weather Hydrosphere Jan

Feb Hydrosphere Hydrosphere Winter Break Watersheds Feb

Mar Oceans & Climate Oceans & Climate Test dates - March 11-12

Conservation of Resources

Good Friday/Spring Break Mar

Apr Conservation of Resources PD - Apr 1-2 Conservation of Resources Human Impact on Ecosystems Human Impact on Ecosystems

Human Impact on Ecosystems

Apr

May Human Impact on

Ecosystems Human Impact on Ecosystems

MD Finals

May


July July


Physics Grade 12


This is at best a skeletal time line.Days may shift to accommodate periodic assessment of student understanding, performance indicator assessments, MEAP-HST, scheduled half days, any emergency days and further academic school year calendar days.

PD = Professional Development Day (Staff) FD = First Day for Students Lbr Day = Labor Day MLK = Martin Luther King Day HD= Half day MD = Memorial Day LD = Last Day (Student/Staff)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Aug Summer Vacation PD

PD

FD Physics Process Skills

Labor Day

Sept Lbr Day

Physics Process Skills

Describing Motion Forces: Vector Addition & Modeling Motion Graphically Sept

Oct Forces: Laws of Motion Forces: Two Dimensions, Projectile & Circular Forces: Planetary Motion & Gravitation HST - Retesters

Oct

Nov Conservation of Momentum HST -

Retesters

Conservation of Momentum (Vet. Day –

Nov. 11) Forms & Conservation of Energy Thanksgiving Holiday Nov

Dec Work & Machines (PD – Dec. 4)

Work & Machines Thermal Energy Christmas Holiday Dec

Jan Christmas Holiday Waves: Properties First Semester Assessment

HD MLK Waves: Light Waves: Reflection &

Refraction Jan

Feb Waves: Reflection &

Refraction Waves: Mirrors & Lenses Waves: Mirrors & Lenses Mid-winter Break Feb

Mar Waves: Diffraction &

Interference (PD - March 4)

Waves: Sound Electricity: Properties Electricity: Electric Fields Elec - C/C/U TerraNova Mar

Apr Electricity - Current/Circuits/Uses TerraNova

Spring Break Electricity:

Current/Circuits/Uses Electricity: Magnetic Fields HST- All Apr

May Electricity:

Electromagnetic Induction HST- All

Electricity: Electromagnetic

Induction

Modern Physics: Quantum Theory

Second Semester

Assessment

M D

May

June Finals Finals LD Std

LD Tch

Summer Vacation June

July Summer Vacation July

47

K – 12 SCIENCE PROGRAM REVIEW Detroit Public Schools

Office of Scientific Literacy I. ORGANIZATION Standard 1: The school has clearly stated goals for the science program Standard 2: Basic science program requirements are being met Consistency ___ 2.1 Teachers are properly certified for classes being taught. ___ 2.2 Teachers are assigned classes of appropriate size. ___ 2.3 Interruptions during academic learning time are kept to a minimum. ___ 2.4 An appropriate amount of time is devoted regularly to science instruction. ___ 2.5 Classrooms have adequate space and furnishings to facilitate an inquiry based science program. ___ 2.6 The classroom facility is designed and furnished to provide for safe storage and use of science materials and equipment. ___ 2.7 Teachers use appropriate practices which insure a safe learning environment. The National Science Teachers Association (NSTA) Position Statement Learning Conditions for High School Science recommends “because of safety considerations and the individual attention needed by students in laboratories, science classes should be limited to 24 students” (www.nsta.org/position#list). National standards recommend students spend a minimum of 300 minutes per week in the high school science classroom. Michigan requires three science credits for high school graduation. These include Biology and one additional science credit, and Physics or Chemistry. Minimum science teaching requirement per week:

Lower Elementary – 1 ½ hour per week Upper Elementary – 3 hours per week Middle School – 5 hours per week High School – 5 hours per week

Laboratory classroom facilities should be designed and furnished to provide safe storage and use of science materials and equipment. Laboratory safety equipment includes safety goggles appropriately stored in cabinets, chemical showers, eyewash stations and fire blankets. Based upon classroom observations during the one-day visit, teachers use appropriate practices that insure a safe learning environment. At the beginning of each school year, teachers must instruct students of safe laboratory practices and the consequences of inappropriate actions. Student safety contracts are employed.

48

Recommendations: Every effort should be made to provide suitable science instructional settings for all students including resource science classrooms. Appropriate science classrooms include flexible seating, flat-top work stations, utilities (water, electricity), and adequate storage for resources, materials, and equipment in compliance with state and national storage standards. II. LEADERSHIP Standard 3: The Principal’s Values, Beliefs, Skills, and Knowledge of Instructional Practices Enables Him/Her to Provide Leadership for the School’s Science Program Standard 4: A Plan and Process Exists for Monitoring, Assessing, and Supervising the Implementation of the Science Program III. CURRICULUM Standard 5: A Definitive Curriculum of What Teachers Teach and What Students Learn in Science is Present Consistency __ 5.1 The science curriculum is written and is used in planning the instructional program. __ 5.2 Teachers demonstrate a thorough understanding of the written science curriculum. __ 5.3 The curriculum was developed cooperatively by the science staff and administration in consultation with parents. __ 5.4 The science curriculum is aligned with state and national standards. __ 5.5 The established learning objectives for science are appropriate for the growth level of the individual child. __ 5.6 Teachers work together to insure a continuum of learning in science for all students. __ 5.7 Science field trips, science fairs, and/or science speakers are included in the curriculum to demonstrate applications of science. A quality science program must emphasize student understanding through inquiry: “Inquiry is a critical component of a science program at all grade levels and in every domain of science, and designers of curricula and programs must be sure that the approach to content, as well as the teaching and assessment strategies, reflect the acquisition of scientific understanding through inquiry” (National Science Education Standards, p.214). The curriculum framework should not be text book driven.

49

All staff should engage in an articulation process involving preceding and upcoming grade levels teachers to ensure vertical and horizontal curriculum alignment with the District’s Core Content and state assessment. Recommendations: Ensure that a variety of alternative assessments are being utilized (formative and summative) to determine the level of student understanding. Place greater emphasis on the integration of scientific inquiry and applications and connections in the core content of each curriculum map. Utilize a resource for scientific process and inquiry such as Cothron, Giese and Gezba’s Students and Research as a common investigation design framework in all science classes. Provide time for collaboration among science teachers to help reduce the differences in the instructional programs that exist. Increase the collaboration between the middle school and the high school for better articulation and scope & sequencing of the science program. Provide opportunities for students of all ability and interest levels to attend field trips, participate in science fairs, and hear science speakers. Standard 6: The Science Curriculum is Supported by Adequate Financial and Materials Resources. IV. INSTRUCTION Standard 7: Teachers Plan and Provide Effective Science Instruction to Accomplish the School’s Goals for Science Consistency __7.1 Written, measurable, and appropriate objectives for science have been established and guide instruction. __7.2 Science instruction includes an inquiry approach to the study of the natural and physical world. __7.3 Teachers use appropriate and varied instructional strategies relevant to the objectives of the science curriculum. __7.4 Teachers monitor performance and provide frequent feedback to students regarding their progress in learning science. __7.5 Teachers use a variety of instructional grouping patterns, ranging from whole class to one-to-one instruction. __7.6 Teachers use various forms of documentation to report student progress, achievement and participation in science. __7.7 Teachers integrate reading, writing, and mathematics with science instruction

50

when appropriate. __7.8 Teachers are encouraged and supported in efforts to collaborate. __7.9 Students have access to appropriate technology in the sciences classroom. __7.10 Technology is embedded in the instructional program and used frequently by students to enhance data collection, interpretation, and communication. The NSTA Position Statement Laboratory Science recommends at the high school level, “a minimum of 40 percent of the science instruction time should be spent on laboratory-related activities. This time includes prelab instruction in concepts relevant to the laboratory, hands-on activities by the students, and a post-lab period involving communication and analysis. Computer simulations and teacher demonstrations are valuable but should not be substitutions for laboratory analysis.” (www.nsta.org/position#list). “Teachers should use different strategies to develop the knowledge, understandings, and abilities described in the content standards. Conducting hands-on science activities does not guarantee inquiry” (NSES, p.23). The national standards recommend a change in emphasis from getting an answer and doing few investigations in order to leave time to cover large amounts of content to using evidence and strategies for developing or revising an explanation and doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content (NSES, p. 113). The NSTA Position Statement Scientific Inquiry recommends that teachers “implement approaches to teaching science that cause students to question and explore and to use those experiences to raise and answer questions about the natural world. The learning cycle approach is one of many effective strategies for bringing explorations and questioning into the classroom.” (www.nsta.org/position#list). The use of calculators and technology tools are embedded in the instructional program or used by all students to enhance data collection, interpretation, and communication. Laboratory notebooks and reports should be used to strengthen and document student writing abilities, and samples included the use of data collection and drawing conclusions based on experimentation. Teachers should routinely include short answer, essay, and open response questions in the teaching, learning and assessment process. The NSTA Position Statement Laboratory Science recommends at the high school level, “no more than two different preparations should be assigned to the teacher for any academic term. The development, implementation, and evaluation of effective laboratory activities require extensive time by the teacher.” (www.nsta.org/position#list).

51

Recommendations: The District should promote teaching and assessment strategies that support the development of student understanding and nurture a community of science learners, continue to provide professional development that supports:

1. Inquiry-based science teaching and learning.

2. Increase the quantity and quality of learning activities that focus on student inquiry.

3 Identify and implement questioning strategies that are divergent in nature

and stimulate broad student responses.

4. Expand the use of technology in all classrooms for all students. Standard 8: Students are Taught How to Learn Science and Value Learning Science V. TRAINING AND DEVELOPMENT Standard 9: An Effective Professional Development Program has been Planned and Implemented for All Members of the Science Staff VI. SCHOOL CLIMATE Standard 10: The Science Instructional Environment Encourages Achievement and Emphasizes the Worth of All Individuals Standard 11: The Science Instructional Environment Encourages Active Parent/ Community Involvement VII. EVALUATION AND ASSESSMENT Standard 12: Student Assessments and Evaluations are based on the Defined Objectives of the Science Curriculum Standard 13: The School Uses Assessment/Evaluation Data to Improve the Science Program Standard 14: The School’s Indicators of Student Success are Positive and Improving Standard 15: A Fair and Systematic Procedure is Followed for the Evaluation of All Teachers in Science Instruction

52


Program Estimated

Cost

Science Programs

(Funding Required)

1. A World in Motion –

Grades 3-6

$12,000.00 A World in Motion offers an opportunity for 3rd, 5th and 6th grade

students to engage in activities that are congruent with the Michigan

Curriculum Framework for Science and Mathematics Education. A

World In Motion curriculum joins teachers, students, and volunteer

practicing engineers and scientists in an exploration of physical science.

Detroit Public School has partnered with General Motors Corporation

in implementing this program in approximately forty Detroit schools

over the last three years.

Support: Teacher stipend (60 teachers for 3 hour inservice), curriculum materials

and kits ($60.00), refreshments and awards for Detroit Regional Competition

2. DAPCEP

Grades K-12

DAPCEP is designed to expose and motivate students to pursue

opportunities and careers in Science, Technology, Engineering and

Mathematics related fields.

It is part of a nationwide initiative by the National Science Foundation

to identify and refine best practices in math and science education. In

addition, the program provides students, parents and teachers exposure

to the latest in technology and technology applications.

3. Family Mathematics and

Science – Grades K-12

$50,000.00 Family Math and Science is an informal science education program that

gives parents and children an opportunity to work and learn together.

Hands-on activities that use easy-to-find, inexpensive materials let

families explore the ways in which science and mathematics play a role

in daily life. Approximately 20 schools had staff and parents were

trained in order to implement a Family Math and Science program in

their schools last year. We would like to expand this program to more

schools including high schools.

Support: Teacher stipend for 12 hours of PD paid to staff and parents. Resource

books., A mini-grant ($500.00) opportunity for schools to provide seed money.

4. FIRST Lego League (FLL)

Grades 4-8

$10,000.00 FIRST LEGO League (FLL) is a robotics program where teams

compete in a Challenge based on current, real-world issues. Guided by

a team coach and assisted by mentors, the kids: research and solve a

real-world problem based on the Challenge theme, present their

research and solution, build an autonomous robot using engineering

concepts. Funds are used to pay for admission fees for the competition

and equipment for building the robot.

Support: 1,000.00 per team (without sponsors.)

5. First Robotics- High School $100,000.00 F.I.R.S.T. (For Inspiration and Recognition in Science and

Technology), is designed to promote an interest in engineering through

sports-like competitions. The annual tournament competitions,

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Program Estimated

Cost

Science Programs

(Funding Required)

regional and national help students discover the rewards and

excitement of science, engineering, and technology. There are 18

Detroit Public Schools High School teams and 250 student

participants. (See attached team sheet.) Over 37,500 high school

students on more than 1,500 teams from Brazil, Canada, Chile, Israel,

Mexico, the Netherlands, the U.K., and every state in the U.S.

participate in the competition.

Support: 10,000.00 per team (without sponsors.)

6. Genomics Project

$200,000.00 This project is a partnership between DPS and the University of

Michigan, College of Education Selected DPS Biology teachers

collaborate with U of M faculty to refine Genomic instructional

modules developed by the university. DPS biology teachers receive

professional development the increases their content knowledge of

current molecular biology and the genomic content. Teachers identify

how endearing content is to be delivery using what best practices.

Shared instructional delivery and inquiry strategies, action research

reflections and student works serves as supporting data. Each class

participates in the DNA Day with presentations/projects for parents

and community stakeholders.

Support: Teachers: 25

Materials: Source: 3D Modular Design: (See attached

equipment/material orders)

7. Recognition Awards

Program for Students

$20,000.00 The Recognition Awards Program showcases high performing

students, district-wide, who modeled scientific leadership and

scholarship. We celebrated the accomplishments and success in

student achievement in fifteen areas of science. These areas included :

Earth Tomorrow Club, C. Ferguson Academy Farm Project, Future

City, Jet Toy Olympics, Metro Detroit Science & Engineering Fair,

NAACP-ACTSO, Recycling Contest, Robot Fest Championship,

Robotics Team, Science Bowl, Science Olympiad, Urban Farming

Project, WSU JSHS Jr. Science & Humanities Symposium, Yazaki

Gadgets Competition, and You Be the Chemist.

8. Research Apprenticeship

Program (RAP) –

High School

$25,000.00 The Research Apprenticeship program is a partnership between

Detroit Public Schools, Office of Scientific Studies and Wayne State

University, Dr. Gerald Tompkins, Assistant Dean of the College of

Engineering. This program provides an opportunity for high school

sophomores and juniors to conduct scientific research in a laboratory

setting at Wayne State University in the following colleges. College of

Engineering, College of Natural Science and the Eugene Applebaum

College of Pharmacy and Allied Health. Students partner with

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Program Estimated

Cost

Science Programs

(Funding Required)

professors (mentors) and conduct research. This program is a

combination of research experience, seminars and student project

presentations at the closing of the eight week program. Students are

paid an hourly minimum wage for participation and a 35 hour work

week. The teacher supervisor is paid an hourly wage during the 8-

weeks

Support: Students: Receive a stipend and a flashdrive (min 2 gigs)

1 teacher Supervisor: Received stipend and monitored students in research labs,

prepare and facilitate professional development for students with the campus library

and laboratory safety, weekly meetings, presentation prep, career mentoring and

closing ceremony planning.

Closing program: light refreshments, programs, invitations, certificates and tokens of

appreciation

9. Robofest –

Grades 5 -12

$4,000.00 Robofest is an annual autonomous robotics competition focusing on

learning STEM (Science, Engineering, Technology and Math) for

students in grades 5 – 12. Robofest challenges teams of students to

design, build, and program robots to compete in the different

categories.

Support: $400.00 per team (without sponsors).

10. Science Bowl –

Grades 6-12

$25,000.00 Science Bowl is a high school academic competition, similar to Quiz Bowl, held in the United States. Two teams of four students each compete to answer various science-related questions. In order to determine which student has the right to answer the question, a buzzer system (or "lockout system") is used, similar to those seen on popular television game shows such as Jeopardy!. Teams compete regionally and, if qualified, as the national level. The National Science Bowl (NSB) has been organized and sponsored by the United States Department of Energy since the competition's inception in 1991. One DPS team has consistently participated regionally and qualified to attend the national competition returning with first place awards..

Support: Team registration fees for regional and national competition. Student, teacher and chaperone: Plane fare, hotel, food allowance, transportation to and from airport for National Competition Total Support: Up to $25,000.00 Renaissance HS support to National Science Bowl Competition: $7,000.00

11. Science Olympiad –

Grades 6-8

$2,750.00 Science Olympiad is one of the fastest growing science competitions in

the nation. It is a competition that resembles the Olympics in that

students compete in many different events and they win medals if they

are successful. The Science Olympiad events are aligned with

Michigan Science Standards. (Ten schools)

Support: $100.00 per team membership includes registration for regional

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Program Estimated

Cost

Science Programs

(Funding Required)

tournament. $175.00per team for State and National registration.

12. Technology in the Science

Classroom

$100,000.00 K-12 science teachers received cutting edge technology training to

support teaching and learning of science. Technology training includes

tools such as: laptops, whiteboard software, probes, ipods, hand-held

devices, LCD projectors, robotics and virtual labs. Building teams, ten

teacher-teams each at the elementary, middle and high schools.

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Program Estimated

Cost

Science Programs

(No Funding Required)

13. Detroit Science Center

Partnership

Funded by

DSC

The Detroit Public Schools Office of Science Education is in

Partnership with the Detroit Science Center’s Community

Collaborative. This partnership expands school community outreach

activities, including teacher professional development, Traveling

Science outreach programs to schools and other community-based

organizations. Other areas include curriculum and science activity kits

for science classrooms, after-school science clubs and increased

sponsorship of field trips for schools and organizations that serve

minority and disadvantaged youth. We are part of the collaborative

network including the Detroit Area Pre-College Engineering Program

(DAPCEP), Communities in Schools of Detroit, and the Youth

Development Commission.

14. Family Field Trips

N/A K-12 Science, taking the concept of "Family Math and Science" to the

next level, teachers coordinated weekend and after school content

related field trips where their students and families would meet them at

a location for a time of academic enrichment.

15. Future City –

Grades 7 and 8

Funded By

Engineering

Society of

Detroit

Engineering Competition where students design and build a

city of the future, while working with engineers and a computer

program called SIM City. Our involvement doubled in this last school

year.

16. Greening of Detroit

Schools

Funded by

Greening of

Detroit

DPS Office of Science Education worked in partnership with the

Greening of Detroit. The Greening of Detroit is a non-profit

organization devoted to “greening” through tree planting projects,

environmental education programming, urban agriculture and advocacy

work.

Support: DPS provided SBCEU’s for teachers attending the Greening of Detroit

inservices.

17. Karmanos Cancer Institute

Nurse Apprentice Program

Funded by

Karmanos

The Karmanos program is a partnership between Detroit Public

Schools and Karmanos Cancer Institute and provides an opportunity

for high school juniors to job-shadow nurses who care for patients in

some area of oncology (cancer). Students prepare a presentation at the

closing of the six-week program.

18. MASCO – A Day at the

Zoo

Funded by

MASCO

Corp, HFH,

and Detroit

Zoo

Masco Corporation, Henry Ford Health Centers and The Detroit

Zoological Society sponsored 1200 fourth grade students on a trip to

the Zoo during the month of May. Teachers received instructional

materials to use with students before and after the trips to reinforce

MEAP science skills in identified areas of weakness. Students were also

provided with lunches and transportation to the Zoo. 3rd grade

students will be targeted this year.

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Program Estimated

Cost

Science Programs

(No Funding Required)

Support: Coordination of transportation, curriculum materials and scheduling and for

fieldtrips.

19. Mathematics and Science

Center

Funded by

20. Mathematics and Science

Resource Center K-12

Funded by

MDE

The Center has a new location at the International School for Girls

(DIA) formerly Northern High School. The Center provides resources

for educators in support of hands-on science and will deliver materials

to teachers upon request.

21. Pre-Medical Scholars

Apprentice Program –

High School

Funded by

WSU

This program is a partnership between Detroit Public Schools and

Wayne State University Medical School. It provides an opportunity for

high school juniors to job-shadow medical parishioners in the various

medical fields. Students prepare a presentation at the closing of the

eight- week program.

22. Recycling Environmental

Awareness

Funded by

Recy-clean

Service

A paper recycling process was implemented in the DPS curriculum

office building and school buildings. Recycled materials are picked up

from the recovery facility, sorted and processed. Some schools also

developed their own Recycling Centers. Awards were given to the

school with the most material recycled. This science program partners

with Recyclean at www.recyclean.com

23. You Be the Chemist Funded by

PVS Nolwood Chemical

The YBTC Challenge is an academic competition that engages 5-8 grade students in learning about important chemistry concepts, discoveries, and chemical safety. The Detroit regional Challenge competition is a collaboration of Wayne State University, Detroit Public Schools and PVS Nolwood Chemical. Through this program students are educated about the benefits and value of chemistry.

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Program Estimated

Cost

Science Programs

(Professional Development)

24. Brain Learning Professional development was conducted to support teachers’ understanding of the biology of the brain to more effectively deliver instructional strategies to support brain learning research.

25. Curriculum Alignment Elementary, middle and high school science teachers focus on spiraled science concepts to reinforce learning and new knowledge so that time is not wasted on repeating instruction. In addition, efforts will focus specific connections between 5th and 6th grade and then again between 8th and 9th grade.

26. Good Gardens (G2)

Because We Grow

Exponentially

$75,000.00 The DPS Office of Science Education will develop a Greenhouse & Gardening School Program. This program will support and provide an opportunity for schools, teachers, students and parents to engage in all aspects of gardening including sowing seeds, weeding, cultivating, harvesting, nutrition education and selling produce.

27. Developing Inquiry –

Based Instruction

$80,695.75 Teachers participate in science activities to develop instructional strategies for the improvement of student science achievement in identified areas of weakness. Teachers develop strategies using the Science Grade Level Content Expectations and Detroit Public Schools Science Core Curriculum Instructional Materials at each grade level. Professional development will focus on content expectations in the areas of life, earth and physical science as well as inquiry and process skill. Topics to be addressed: developing inquiry-based instruction using; literacy strategies, depth of knowledge, instruction with multimedia tools and assessment.

28. FOSS Improving Critical

Thinking Skills

$30,000.00 Teachers develop instructional strategies for the improvement of student science content and process skills using hands on activities found in FOSS/ Delta Education Kits. Teachers will develop strategies to help students collect, organize and analyze data. Teachers will also develop rubrics for data collection and analysis.

29. MEAP Gear-Up $900.00

(SB-CEUs)

No Teacher

Stipend

Teachers focus on data analysis and hands-on activities that target areas of weakness identified by district data.

30. Safety In the Science

Classroom

MSTA is the foremost leadership and advocacy group for science education in Michigan. MSTA will have partnerships with policymakers in business, industry, government, and the education community. These collaborations will provide Michigan teachers, students and parents with resources to promote thinking and reasoning skills in science. Together, we will enable Michigan citizens to make informed decisions in a rapidly changing scientific and technological world.

31. Science Fair $900.00 (SB-CEUs) No Teacher

Teachers focus on hands-on activities while constructing a model of a good science fair project. Teachers conduct investigations using the scientific method and prepare results on a science fair board. Teachers

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Program Estimated

Cost

Science Programs

(Professional Development)

Stipend also develop rubrics for science research projects and use these rubrics to analyze student work.

32. Science Literacy $12,000.00 Participants focus on using student work to identify strategies to improve student writing skills in science at the lower and upper elementary levels. Teachers investigate the use of journaling, graphic organizers and vocabulary development strategies to improve student writing in inquiry based science lessons. Teachers develop rubrics for writing scientific explanations and use these rubrics to analyze student work.

33. Technology Tools in

Science

$22,000.00 Teachers focus on using the Flex-cam and elementary probes to improve student inquiry skills in science at the upper elementary levels. Teachers will use of electronic real-time data collection to improve student skills in collecting and interpreting data as well as writing scientific explanations during inquiry based science activities

August 2009 60

Program Estimated Cost Science Programs

(Science Conferences)

34. (MDSTA) –

Metropolitan Detroit Science Teacher’s Association

Date: Saturday, October 24, 2009

Place: Lawrence Technological University, Southfield, Michigan

Registration fee: $55

(100 Teachers x $55 = $5,500)

MDSTA is a science teacher organization designed to promote excellence in teaching, learning and instruction. The annual conference (69th in October 2009) focuses on sessions to include: the science GLCEs, Integration of Technology, Inquiry Learning, Classroom Curriculum, the Detroit Zoo, the Detroit Science Center, Lawrence Technical University Grant Winner Share-a-Thon, Oakland University, Elementary Science Lessons, Wayne State School of Science Education, Department of Natural Resources, School Publishers, Science Equipment Vendors and Michigan Department of Education.

35. (MSTA) –

Michigan Science Teachers Association

Date: March 4-6, 2010

Place: Lansing Radisson and Lansing Center – Lansing, Michigan


(100 Teachers x $65 = $6,500)

MSTA is the foremost leadership and advocacy group for science education in Michigan. This will be MSTA’s 57th annual conference. MSTA has partnerships with policymakers in business industry, government, and the education community. These collaborations will provide Michigan teachers, students and parents with resources to promote thinking and reasoning skills in science. This organization helps citizens to make informed decisions in a rapidly changing scientific and technological world.

36. (NSTA) –

National Science Teachers Association

Date: March 18-21, 2009

Place: Philadelphia, Pennsylvania


(10 Teachers x $195 = $1,950)

The National Science Teachers Association (NSTA), founded in 1944 and headquartered in Arlington, Virginia, is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all. This is the 60th annual NSTA conference. NSTA’s current membership of 60,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in and committed to science education.

37. (MAEOE) –

Michigan Alliance for Environmental and

Outdoor Education

Date: October 8-10, 2009

Place: Environmental Interpretive Center, University of Michigan - Dearborn

Registration fee: No fee required

The Michigan Alliance for Environmental and Outdoor Education (MAEOE) is a k-12 science teacher urban environmental educational organization designed to promote issues and challenges related to outdoor teacher learning and environmental sustainability.

Documents

K12 Science At A Glance DELIVEREABLESdetroitk12.org/admin/academic_affairs/science/docs/k-12... · NOTE: THIS DOCUMENT IS AVAILABLE ON MYDPS 2009-2010 Academic Year K-12 Science Deliverables