INTRODUCTION TO THE WASHINGTON SCIENCE STANDARDS
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Transcript of INTRODUCTION TO THE WASHINGTON SCIENCE STANDARDS
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Snohomish 2009 ScienceSummer Institute
Adrienne Somera
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• 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
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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
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2007 Legislature passed HB 1906 calling for State Board review and OSPI revision of science standards
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Purpose of Standards
What do standards do?What do standards not do?
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Looking Inside the Standards: Overview
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9
EALR 1 Systems
EALR 2 InquiryEALR 3 Application
Cross-cutting Big Ideas
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Something looks different here…
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Grade Bands…
Three elementary grade bands: K-1, 2-3, 4-5
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Overview
Questions 5-6
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More Ideas
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Similarities
Differences
2003 Standards 2009 Standards
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Discuss…
What do you notice about the new standards?
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Fewer topics….
…Greater depth
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Standards no longer spiral…
…they build
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Vertical Alignment
Energy Transfer,
Transformationand
Conservation
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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?
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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
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Gallery Walk
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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
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Inquiry
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Experimental set-up
10cm
Height of ramp (cm)
Distance stopper travels (cm)
2cm
4cm
Data Table
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Your question…
Using the investigative template, design an experiment to test out your own question.
How will ______ affect the distance the stopper is pushed?
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Claim Evidence
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Check the standard
2-3 PS1
2-3 INQ
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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
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Vocab
Are there any terms from the science standards training
that you would like to add to your “science words” flipper
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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…
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Reflect
Where am I heading?
What implications do the revised science standards
have for me in my teaching?
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