1 / 21

Science TEKS Revisions 2010

Science TEKS Revisions 2010. Wells Branch Elementary February 15, 2010 Clover Bolton & Jen McDonald. What Do You Know About the New Science TEKS?. With your table group discuss what you know or have heard about the new TEKS. Write what is known on post-its.

minh
Download Presentation

Science TEKS Revisions 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Science TEKS Revisions 2010 Wells Branch Elementary February 15, 2010 Clover Bolton & Jen McDonald

  2. What Do You Know About the New Science TEKS? • With your table group discuss what you know or have heard about the new TEKS. • Write what is known on post-its. • Place the post-its on the chart paper at the front of the room.

  3. Realities • New TEKS were adopted May 2009. • New TEKS will be officially implemented in the Fall of 2010. • Assessment (TAKS) will change: • Projected total switch for this year’s 3rd graders. • Field testing for new assessment program to replace TAKS. • Textbook adoption year: 2011-2012 • Resources in classrooms: 2012-2013

  4. The New TEKS… • Provide more clarity and specificity. • Are more developmentally appropriate. • Address “over-teaching.” • Are about 75% different from the current TEKS. • Require vertical sense to truly understand the horizontal.

  5. Introduction Introduction Strands (5) Strands (2) K & S Statements K-5 (5) K & S Statements K-2 (10) 3-4 (11) 5 (12) Student Expectations K (31) 1 (33) 2 (35) 3 (35) 4 (32) 5 (38) Student Expectations K (31) 1 (30) 2 (29) 3 (32) 4 (31) 5 (39) Basic Structure of the Science TEKS Current TEKS New TEKS

  6. Format of the TEKS • Introductions - provide the key contextual information and a brief overview of the essential knowledge and skills for a grade or course. • Strands – organizers for the knowledge and skills statements. • Knowledge and Skills – concepts and skills to be learned. • Student Expectations – demonstration of the concepts and skills learned.

  7. Graphic Representation

  8. Comparing the Introductions • Compare similarities/differences of current/new Introductions. • Mechanics, such as format. • Content and information provided. • Create Chart Paper Summaries.

  9. BREAK!

  10. The Strands CURRENT • Scientific Processes • Science Concepts NEW • Scientific Investigation & Reasoning • Matter & Energy • Force, Motion, & Energy • Earth & Space • Organisms & Environments

  11. Comparing the TEKS 2.10 Science concepts. The student knows that the world includes rocks, soil, water, and gases of the atmosphere. The student is expected to: (A) describe and illustrate the water cycle. 2.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: (C) explore the processes in the water cycle, including evaporation, condensation, and precipitation, as connected to weather conditions.

  12. Comparing the TEKS 2.10 Science concepts. The student knows that the world includes rocks, soil, water, and gases of the atmosphere. The student is expected to: (A) Identify uses of natural resources. 2.8 Earth and space. The student know that the natural world includes earth materials. The student is expected to: (C) distinguish between natural and manmade resources.

  13. A Grade Level TEKS Comparison • Look at the current/new TEKS specific for your grade level. • Take note of changes: • What has moved, changed, added, deleted, use of verbs, and changes in content. • Graphically represent changes: • Also think about the implications these changes will have on your teaching for next year. Will lessons that have been traditionally taught need to be eliminated? Are there certain resources that will be needed because something new has been added?

  14. LUNCH!!!

  15. Super Brain Yoga

  16. MORNING REFLECTIONS

  17. Why Vertical Alignment?

  18. Vertically Aligning the Strands • Each Vertical Team will be given a Strand to examine in depth. • Make a visual representation/documentation of the vertical alignment of your particular Strand. • Be sure to show how it builds in complexity from year to year.

  19. True or False • Return to your horizontal teams. • As a group sort the statements in the plastic baggies as being True or False.

  20. Now What Do You Know About the New TEKS? • With your table group discuss what you now know about the new TEKS. • Write what you learned on post-its. • Place the post-its on the chart paper at the front of the room.

  21. Formative strategy assessments by Page Keeley UNCOVERING STUDENT IDEAS IN SCIENCE

More Related