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KSC – SAU no. 29. inquiring minds want to know…. Science Partnership Grant: July 1 – July 10, 2009. Welcome. Melinda Treadwell Dean of Professional and Graduate Studies Keene State College. Meredith Cargill Director of Curriculum and Assessment SAU no. 29.

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inquiring minds want to know

KSC – SAU no. 29

inquiring minds want to know…

Science Partnership Grant: July 1 – July 10, 2009


Melinda Treadwell

Dean of Professional and Graduate Studies

Keene State College

Meredith Cargill

Director of Curriculum and


SAU no. 29


Might it be possible to encourage, across the world, scientific habits of mind? Science education could provide…opportunity. But only if educators empower all students with a knowledge and practice of how to think…”

(Bruce Alberts, 2008)

sau 29 finalized curriculum
SAU 29 Finalized Curriculum
  • User-friendly format
  • Delineates three domains by grade
  • Covers essential components – limit superfluous pieces
  • Appendices to support instruction
  • First-Class accessible
nsta position on k 16 articulation
NSTA Position on K-16 Articulation
  • Time for planning, access to colleagues inside and outside of the school, and resources for teachers are essential to successful coordination efforts.
  • Teacher training and professional development programs must promote and help teachers work toward coordination.
  • Attention must be given to coordination at transition points within the K–12 school system: elementary to middle schools and middle to high schools.
  • Science Curricula and teaching must be coordinated with the needs and demands of business and industry.
institute objectives
Institute Objectives
  • Increase teacher confidence in teaching science
  • Increase teacher content-knowledge
  • Increase repertoire of instructional best practicesand developmentally-appropriate strategies
  • Increase opportunities for collaboration and professional dialogue
  • Increase vertical articulation of Science 1-12+
  • Increase teacher leadership in SAU 29/Winchester
a question of balance
A Question of Balance












“Science should not be approached

as a collection of isolated abilities and bits of information,

but as a rich fabric of mutually supported ideas and skills that

must develop over time.”

(New Hampshire Science Frameworks, 2006)

grade span themes
Grade Span Themes
  • Elementary SchoolUsing Science to Explore the World
  • Middle SchoolStudents Identify and Shape their Understanding of the World
  • High SchoolRefining, Enriching, and Applying Key Science Concepts
more less
  • Wonder
  • Inquiry
  • Experience
  • Exploration
  • Collaboration
  • Discussion
  • Unrelated topics, units or themes
  • Memorization of facts
  • Vocabulary and definitions*
  • Lecture

(Science Curriculum Update, 2007)

current findings
Current Findings

Educators come with diverse needs, comfort levels, and experience and may carry “heavy baggage of unhappy personal experiences that take time to unravel and set straight.” Turnbaugh and Lockwood


“Increased teacher confidence in ability and teaching chemistry and physics is significant because they are hard sciences whose concepts are not always easy to translate into elementary lessons.”

Arambula-Greenfield and Feldman (1997)


“When professional development programs have an emphasis on hands-on, inquiry based activities, focusing on the process and applying knowledge, teachers’ attitudes towards science content are improved and their comfort level with teaching science is raised.”

Basista and Matthews (2002)

sau respondent
SAU Respondent

I have not taught energy for several years. It seems time runs short and that is the unit I omit. I do not find it interesting or easy to teach. I continue to teaching the weather and organisms units. Being familiar with these units, I have not researched the essential questions or objective recently. I love the kits and their material accessibility. I have built literature around these themes to incorporate them in all curriculum.


“Many national programs offering PD recommended that teachers of science need to increase their own content knowledge in the same way recommended to their students—in an inquiry based, cooperative learning environment.”

Basista and Matthews (2002)

schedule review
Schedule Review
  • Four hours in grade-level cohorts
  • Rotate through five main areas:
      • ESS: Earth and Space Science
      • PS: Physical Science
      • LS: Life Science
      • II: Inquiry and Integration
      • SS: Science Process Skills
  • Two days of field work/place-based experiences
  • Keynotes, Discussions, and Rockets…
nuts and bolts
Nuts and Bolts
  • Parking
  • Dining
  • Technology
  • Behind the Scenes
  • MOSART/Pre and Post Evals