New Direction for Science in Ohio Ohio Revised Standards and Model Curriculum 101

1. New Direction for Science in Ohio Ohio Revised Standards and Model Curriculum 101

2. Vision for ScienceEducation By the end of the 12th grade, students should have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to be able to continue to learn about science throughout their lives. They should recognize that our current scientific understanding of the world is the result of hundreds of years of creative human endeavor. And these are goals for all of the nation’s students, not just those who pursue higher education or careers in science, engineering, or technology. ~The National Academies of Science

3. Ohio is one of 20 states that has been selected to lead an important effort to improve science education for all students.

4. What should students proficient in science be expected to do? * • Know, use, and interpret scientific explanations of the natural world • Generate and evaluate scientific evidence and explanations • Understand the nature and development of scientific knowledge • Participate productively in scientific practices and discourse *http://www.ostp.gov/galleries/PCAST/Alberts.pdf

5. Are Ohio Students Ready for College? ACT, “The Conditions of College & Career Readiness, Class of 2010: Ohio.”

6. Jobs Will Require More Education & Training NO COLLEGE REQUIRED COLLEGE REQUIRED Source: Georgetown Center on Education and the Workforce, 2010.

7. Ohio Core and ScienceAm. Sub. S. B. Section 331.603 Subsection (C) (5) • Physical sciences, one unit • Life sciences, one unit • Advanced study in one or more of following sciences, one unit: • Chemistry, physics or other physical science • Advanced biology or other life science • Astronomy, physical geology or other Earth or space science • Effects graduates of the Class of 2014

8. Ohio Core and ScienceAm. Sub. S. B. Section 331.603 Subsection (C) (5) Science, three units with inquiry-based laboratory experience that engages students in asking valid scientific questions and gathering and analyzing information which shall include the following or their equivalent:

9. Highly Rated Lessons

10. Identify, ask valid and testable question Communicate results with graphs, charts, tables Research books, other sources to gather known information Science Content based on natural world, evidence Use evidence, scientific knowledge to develop explanations Plan and investigate Organize, evaluate, interpret observations, measurements, other data Use appropriate mathematics, technology tools to gather, interpret data Science Practices and the Learning Cycle evaluate…engage…explore… explain…extend…evaluate

11. Incorporating Science Practices in the Classroom

12. Technology Ask Questions Tools Critical Thinking Scientific Models Science Practices Techniques Data Analysis Inquiry Design Investigations Engineering Relationships Evidence-Based Conclusions

13. Pendulums What do you know about pendulums?

14. Pendulum Inquiry What will happen to the motion of both pendulums when you pull one pendulum back and start it swinging?

15. Brainstorm Things I could change or vary in the system:

16. Brainstorm Things I could change or vary: • Weight of pendulum • Length of string on pendulum • Distance between pendulums • Distance pendulum is pulled back • Material on end of pendulum • Type of string used

17. Brainstorm Things I could measure or observe:

18. Brainstorm Things I could measure or observe: • Speed of swing • Distance away from center of swing • Time for one period

19. Variables I will change ____________________________. (Independent Variable)  I will measure __________________________. (Dependent Variable)

20. Variables I will change ____length of string __. (Independent Variable)  I will measure ___time for one period. (Dependent Variable)

21. Control I will keep these factors the same:

22. Control I will keep these factors the same: • Weight of pendulum • Type of string • Distance pendulum pulled back • Distance between pendulums • Type of pendulums

23. Question When I change __________________, (independent variable) what will happen to ______________________? (dependent variable)

24. Question When I change the length of the string, (independent variable) what will happen to the period of the swing? (dependent variable)

25. Hypothesis If _______________________ then _________________________. DV OR DV DV OR IV IV IV

26. Hypothesis When the string of the pendulum is longer, the period will be shorter. Period Length of string

27. Diagram

28. Share Please tell the whole group the following: • Your question • Your hypothesis

29. RERUN Recall: Summarize what you did in the lab. Explain: Explain the purpose of the lab. Results: Describe the results of the lab and what they mean. Uncertainties: Describe what you are still unsure about. New: Write at least two new things that you learned from this lab.

30. http://www.online-stopwatch.com/full-screen-stopwatch/

31. Group Share Please tell the whole group the following: • Your question • Your hypothesis • Your results • Your explanation of the coupled pendulum movement with supporting evidence. As the groups are presenting, please focus on similarities and differences between groups and the evidence each group cites.

32. RERUN Recall Explain: Results Uncertainties New:

33. Results and Explanations What is similar among the results and explanations? What is different among the results and explanations? Why might the differences exist?

34. The most effective learning activities . . . often raise more questions than they answer.

35. Explanations from Physicists Transfer and Conservation of Energy? Same length? RESONANCE? Differentlengths?

36. Where can this fit in the curriculum?

37. Grade 7 Physical Science Energy can be transformed or transferred but is never lost.

38. Extension for traditional pendulum activities

40. Technology Ask Questions Tools Critical Thinking Scientific Models Science Practices Techniques Data Analysis Inquiry Design Investigations Engineering Relationships Evidence-Based Conclusions

42. Teaching Students to be Scientists Teaching Physics with TOYS, EASYGuide™ Edition

44. Goals of the Revised Standards and Model Curricula Transform instructional practices to: • Engage students through problem-basedorproject-basedlearning. • Prepare students for distributiveand performance-basedassessments.

45. One piece of an integrated whole:

50. Let’s Take A Closer Look Model Curriculum