Snohomish 2009 ScienceSummer Institute
Adrienne Somera
• Become familiar with the parts of the Science Standards and how they work together
• Investigate and understand big ideas, cross-cutting concepts and abilities and vertical alignment of the Science Standards
• Apply your understanding of the Science Standards to your context
Better prepare students to:
▪ Be successful on state science assessments
▪ Participate in post-secondary education
▪ Meet the workforce needs of tomorrow
▪ Become scientifically literate citizens
2007 Legislature passed HB 1906 calling for State Board review and OSPI revision of science standards
Purpose of Standards
What do standards do?What do standards not do?
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Looking Inside the Standards: Overview
9
EALR 1 Systems
EALR 2 InquiryEALR 3 Application
Cross-cutting Big Ideas
10
Something looks different here…
Grade Bands…
Three elementary grade bands: K-1, 2-3, 4-5
Overview
Questions 5-6
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More Ideas
Similarities
Differences
2003 Standards 2009 Standards
Discuss…
What do you notice about the new standards?
Fewer topics….
…Greater depth
Standards no longer spiral…
…they build
Vertical Alignment
Energy Transfer,
Transformationand
Conservation
Vertical Alignment…
Read the opening paragraph on each of the grade band pages for Energy Transfer, Transformation, and Conservation standard.
How does the concept develop k-12?
For the “big idea” given assign each group member a grade level
Individually read standard and summarize what the students are to learn at each particular grade level.
Share at your table
As a group discuss “How does the concept develop K-12?”
Illustrate development on a sheet of chart paper
Gallery Walk
Physical Science
Life Science
Earth & Space Science
Dom
ains
(EAL
R 4)
Cross Cutting Concepts and Abilities(EALRS 1 – 3)
EALR
1: S
yste
ms
EALR
2: I
nqui
ry
EALR
3: A
pplic
ation
Inquiry
Experimental set-up
10cm
Height of ramp (cm)
Distance stopper travels (cm)
2cm
4cm
Data Table
Your question…
Using the investigative template, design an experiment to test out your own question.
How will ______ affect the distance the stopper is pushed?
Claim Evidence
Check the standard
2-3 PS1
2-3 INQ
How does this lesson integrate the cross-cutting idea of a “inquiry with the domain of physical science”?
My Idea
Line of Learning
Other Ideas
Vocab
Are there any terms from the science standards training
that you would like to add to your “science words” flipper
What is mine to Decide?
• Determine the best teaching methods
• How to meet your students’ needs
• How to excite your students about science!
Next steps…
Reflect
Where am I heading?
What implications do the revised science standards
have for me in my teaching?