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INTRODUCTION TO THE WASHINGTON SCIENCE STANDARDS

INTRODUCTION TO THE WASHINGTON SCIENCE STANDARDS. Snohomish 2009 Science Summer Institute Adrienne Somera. Goals for the Day. Become familiar with the parts of the Science Standards and how they work together

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INTRODUCTION TO THE WASHINGTON SCIENCE STANDARDS

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  1. INTRODUCTION TO THE WASHINGTON SCIENCE STANDARDS Snohomish 2009 Science Summer Institute Adrienne Somera

  2. Goals for the Day • 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

  3. 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

  4. Why New Science Standards? • 2007 Legislature passed HB 1906 calling for State Board review and OSPI revision of science standards

  5. Purpose of Standards • What do standards do? • What do standards not do?

  6. A Picture’s Worth a Thousand Words

  7. Looking Inside the Standards: Overview http://www.flickr.com/photos/mrsikhnet/2514743191/

  8. Cross-cutting Big Ideas EALR 2 Inquiry EALR 3 Application EALR 1 Systems

  9. Domains of Science: EALR #4

  10. Something looks different here…

  11. Grade Bands… Three elementary grade bands: K-1, 2-3, 4-5

  12. Overview Questions 5-6

  13. The Appendix Has…. More Ideas http://www.flickr.com/photos/dani3l3/164284455/

  14. Digging Deeper into the Standards

  15. Similarities 2003 Standards 2009 Standards Differences

  16. Discuss… What do you notice about the new standards?

  17. Fewer topics…. …Greater depth

  18. Standards no longer spiral… …they build

  19. Energy Transfer, Transformationand Conservation Vertical Alignment

  20. 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?

  21. 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

  22. Gallery Walk

  23. Cross Cutting Concepts and Abilities(EALRS 1 – 3) Physical Science Domains (EALR 4) Life Science EALR 1: Systems EALR 2: Inquiry EALR 3: Application Earth & Space Science

  24. Inquiry

  25. Experimental set-up 10cm Data Table

  26. Your question… • Using the investigative template, design an experiment to test out your own question. • How will ______ affect the distance the stopper is pushed?

  27. Claim Evidence

  28. Check the standard 2-3 PS1 2-3 INQ

  29. My Idea Line of Learning Other Ideas How does this lesson integrate the cross-cutting idea of a “inquiry with the domain of physical science”?

  30. Vocab Are there any terms from the science standards training that you would like to add to your “science words” flipper

  31. Next steps… What is mine to Decide? • Determine the best teaching methods • How to meet your students’ needs • How to excite your students about science!

  32. Reflect Where am I heading? What implications do the revised science standards have for mein my teaching?

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