Snohomish 2009 ScienceSummer Institute

Adrienne Somera

• 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

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

2007 Legislature passed HB 1906 calling for State Board review and OSPI revision of science standards

Purpose of Standards

What do standards do?What do standards not do?

http://www.flickr.com/photos/mrsikhnet/2514743191/

Looking Inside the Standards: Overview

9

EALR 1 Systems

EALR 2 InquiryEALR 3 Application

Cross-cutting Big Ideas

10

Something looks different here…

Grade Bands…

Three elementary grade bands: K-1, 2-3, 4-5

Overview

Questions 5-6

http://www.flickr.com/photos/dani3l3/164284455/

More Ideas

Similarities

Differences

2003 Standards 2009 Standards

Discuss…

What do you notice about the new standards?

Fewer topics….

…Greater depth

Standards no longer spiral…

…they build

Vertical Alignment

Energy Transfer,

Transformationand

Conservation

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?

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

Gallery Walk

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

Inquiry

Experimental set-up

10cm

Height of ramp (cm)

Distance stopper travels (cm)

2cm

4cm

Data Table

Your question…

Using the investigative template, design an experiment to test out your own question.

How will ______ affect the distance the stopper is pushed?

Claim Evidence

Check the standard

2-3 PS1

2-3 INQ

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

Vocab

Are there any terms from the science standards training

that you would like to add to your “science words” flipper

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…

Reflect

Where am I heading?

What implications do the revised science standards

have for me in my teaching?