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Setting Goals in Science The Living Environment

This article focuses on setting goals in science education, specifically in the context of The Living Environment curriculum. It covers topics such as curriculum mapping, data collection from content assessments, and identifying major course skills for goal development. The goal is to help students internalize scientific inquiry, explain natural phenomena, and develop conceptual understanding and skills for environmental literacy.

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Setting Goals in Science The Living Environment

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  1. Setting Goals in ScienceThe Living Environment Gary Carlin Leadership LSO May 28, 2009

  2. Start with the Curriculum The Living Environment Core Curriculum The University of the State of New York NYS Learning Standards for MST Standard 1: Analysis, Inquiry & Design Standard 4: Science: The Living Environment

  3. Don’t Forget to Look at … • Living Environment Regents Examinations • LE Resource Guides (Individual & Cooperative Learning Activities) • LE Required Labs • NYS Learning Standards • NYC Performance Standards • NYC Scope & Sequence

  4. NYC Scope & Sequence 1 • 1. Scientific Inquiry 10 days • 2. Origin of Life 3 days • 3. Ecology 22 days • 4. Org & Patterns in Life 20 days • 5. Homeostasis & Immunity 25 days

  5. NYC Scope & Sequence 2 • 6. Reproduction & Devel 15 days • 7. Genetics & Biotech 25 days • 8. Evolution 15 days • 9. Human Inf on the Env 15 days • 10. Review 10 days

  6. Write an Overarching Course Goal • Students will internalize a system of scientific inquiry that recognizes the historical development of ideas in science and enables them to explore the world around them, explain natural phenomena in their own words, and apply conceptual understandings and skills necessary to be environmentally literate.

  7. Create a Curriculum Map

  8. Collect Data from Content Assessments • Initial “Science Content Goals” can be set as overall performance, such as 85% of students passing a Unit Exam or a 5% improvement in student achievement from one unit to the next. • Content Goals and Data can be easily set/collected from Pre-Tests, Unit Exams, Midterms

  9. Works Best with Unified Exams • Use of questions M/C and Extended Response (unmodified and modified) from Living Environment Regents examination for unit assessments. • Unified department Midterms and Finals from Regents test question database. • Unified Baseline Assessment from Regents test question database.

  10. Reflect Skills in Student Goals

  11. Identify Major Course Skills for Data Collection • 1. Utilize the Scientific Method and Process Skills to state/create/organize/analyze: observations, inferences, hypotheses, experiments, data • 2. Interpret and Draw: tables, graphs, charts, dichotomous keys, scientific illustrations, flow charts, concept maps • 3. Use Scientific Tools to Observe and Measure: ruler, graduated cylinder, microscope, thermometer, balance, dissection tools, chromotography & electrophoresis apparatus, • 4. Process Text and Visual Information (diagrams) for written Extended Responses

  12. Collect Data on Student Skill-Levelto Support Goal Development • Procedural Correctness (Sequence) • Conventions and Norms • Speed (Fluency) • Accuracy (correctness, freedom from error)

  13. Skill Rubric

  14. Skill Data Collection for PCSA Procedure, Convention, Speed, Accuracy

  15. Initial Goal Setting • Interest Survey • Pre-Test or Initial Test • 1 Content Goal • 3 Skill Goals

  16. Conferencing • 4-5 times/year • Individual/Group • Personal/Reports • Reflection • Revision • Evidence

  17. Add Specific Student Goals from: • Identified Interests • Content/Skill Assessments • Surveys • Conferencing Discussions • Informal Assessments

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