Manning
Home We will conserve only what we love,
We will love only what we understand,
We will understand only what we are taught.
Senegalese Conservationist
What is technology? Using science to solve problems or to provide entertainment. Engineers work with technology.
make observations, using appropriate tools,
explain ideas and listen to others,
plan and run investigations and experiments (using 'fair testing)
compare new information to old.
Dear families of the Manning School,
I’m the Science Specialist and the Manning Science Center's program is my place. All students work in the Manning Science Center (MSC) for at least two periods a week (Gr4 & Gr5 receive 3 and I work in the K0/K1 space). I have been teaching science here for more than 15 years. Prior to teaching, I worked as an environmental engineer with a focus in wastewater; I had the great opportunity to work on projects in and around Boston, throughout the US, and in the Middle East. I returned to school for a masters in education to support my transition to education.
A few years ago, with the great support of my colleagues, I obtained my national certification in science instruction from the National Board for Professional Teaching Standards. This was granted after a peer review of my portfolio that consisted of essays, videos of my teaching, examples of student work and learning, and tests on content mastery. I received a science fellowship for this school year during which teams of teachers will be pushed to deepen instructional strategies (though observation of each other’s instruction). My personal areas of focus are on guiding discussions with other teachers around improving practice (similar to coaching) and learning to use student-produced multimedia projects to build engagement and deepen understanding.
Currriculum The BPS Science Program is followed. Basically it relies on science kits from the Science and Technology for Children (STC) program and from the Full Option Science System (FOSS). I will be sending home an update periodically (about 6 weeks or as the topic changes). Some of the grade level teachers also deliver portions of the BPS Science Program – in which case the kit's objectives are divided (most often according to the preferences of the grade level teachers). Several times each year, for several reasons, additional topics are covered. Reasons include:
#no coverage of a MCAS topic in a BPS kit (such as weather)
#providing a supplement to bridge gaps in understanding (such as Earth is a planet)
#topical interest (to make a connection to events or curiosities within the community)
BPS provides no stand-alone curriculum for K0 / K1 and the K2 curriculum covers a part of the school year. For the K0 / K1 program, I am identifying connections to the Opening the World of Leasing (OWL) literacy curriculum, which includes some science components. I extend the K2 program including work with structures, water, fruits, and seeds.
Background on instructional choices The primary objectives of the MSC program are to:
#Provide students with ample hands-on inquiry experiences to build understandings of the natural and built world
#Support students in noticing their own and others’ questions and knowing how to go about collecting evidence on which to base answers, and
#Develop habits of mind such as curiosity, respect for living things, questioning, and critical thinking – including sorting through the “noise” of information to extract meaningful information and to respecting evidence
The MSC program is founded in the research that shows children learn science best through first-hand experiences, thus these are incorporated as much as is possible. In the topics where this isn't possible, modeling is most often used. In animal studies, work with living critters supports research projects to understand the diversity of the animal kingdom. The students work independently but cooperatively. In the younger grades, this has been described by FOSS as “working alone together”. While this develops into more collaborative work in the upper grades responsibility for one’s own work remains.
Assessment A majority of my assessment occurs as feedback given to students, in ways they can understand and use to grow and improve. I design each activity's outcome (most often a notebook entry) to earn a Level 3 score. I learned to value this approach through intense research and working with various experts within education. Lessons are differentiated and all students are expected to achieve this level (L3). Students are encouraged to extend the work in some personally meaningful way to reach a Level 4. Students who complete part of the work earn a Level 2. Those who complete little or no of the assignment receive a Level 1. (Level 1 scores are more rare than Level 4.)
I’m looking forward to getting to know your child better this school year through my work with them.
Sincerely,
Lorraine Theroux