Teachers create a science atmosphere for children
This section looks at the different types of "teachers" that may be involved in teaching science to students. In some schools the classroom teacher is responsible for teaching science. Thee teachers are classroom teachers. However, a "science resource teacher" may be responsible for teaching all science. Librarians and computer teachers can also help coordinate a successful program.
Complete lessons in appropriate time as determined by principal. If the entire program is adhered to, there are 34 weeks; 8 weeks for Applied Science, 4 Universe Cycle, 4 Plate Tectonics, 6 weeks Rock Cycle, 4 weeks Water Cycle. 8 weeks Life Cycle.
Record in lesson plans the science lesson by writing the "code" from the I.Science MaTe curriculum. For example ROCK CYCLE - CHEMISTRY (2) PRE. Principal will use as assessment tool.
Participate in staff training. Communicate your needs to the principal or teacher resource.
Follow scheduled time for materials and science lab use. Present 3 science lessons (150 minutes) at scheduled time over 3 consecutive days.
Return materials to designated place, within the time allotted. Other teachers will be using material so coordination is critical.
If materials are broken, please report items to appointed resource teacher or coach so items can be reordered.
If teachers have preferred activities for pre or post labs they can easily substitute, or schedule additional labs. They should share ideas with other teachers.
Act as a team. Science is a multifaceted subject that includes art, history, and language. Working together will make teaching a difficult subject much easier. Record any changes in your appropriate book. Teacher can make a copy of manual for personal use, but must leave books at school.
Contribute science information into resource library organized by resource teacher or coach.
Test children after each cycle on not only subject matter but different strategies of interpreting data. Can evaluate by using student manuals.
Give 4th through 6th grade students pre and post evaluations only after first year.
Try to coordinate parent volunteers with help of resource teacher or coach.
SCIENCE RESOURCE TEACHER
The resource teacher in most schools, is responsible to teach a "hands-on experience" for students. However, the classroom teacher would still be responsible to do a pre or post labs. The resources teacher could be responsible for the following:
Communicate needs of individual school to the Nucleus staff, either by phone or writing.
Communicate new information, scheduling to school teachers, principals, industry and parent groups. This may be accomplished through a newsletter.
Help classroom teachers with peer coaching, using the format of the I. Science MaTe program.
Help teachers set up classroom or science room if one is available.
Assist in producing displays, concentrating on those displays that are needed first. Principal should supply materials or money to purchase supplies.
Coordinate parent involvement, including parent parties.
Assist teachers in pre and post materials.
Coordinate making manuals for students.
Be familiar with the I. Science MaTe curriculum, either by taking course offered by Math/Science Nucleus staff or through tutoring of Nucleus representative.
Help teachers develop tests that reflect what is taught at the particular grade level.
Help customize the curriculum with help from Nucleus staff.
Requisition replacements for broken materials from principal.
Design student manual cover specific for your school.
Work with principal and district administration to publicize events that may be on interest to media.
CUSTOMIZE SCIENCE PROGRAM TO THE NEEDS OF A PARTICULAR SCHOOLS.
There are many good activities and lessons that a teacher might find throughout their career. Most science related activities can fit into the structure of the I. Science MaTe program. Substitution of any lesson is easy within the structure of the program.
Deciding where an activity fits may be difficult at first, but once a teacher gets a feel for the structure of the curriculum it is easy.
The" scope and sequence" is important for deciding where a particular lesson belongs. When evaluating whether a lesson is appropriate the teacher should mentally think of the following steps.
Partners in Science