Activity 4: Exploration of Science Education Standards
CHEM 105 not only provides an opportunity for students to
learn more about chemistry and science, but it also offers an opportunity for
future educators, parents and members of society to understand the expectations
society has created for science education standards. In the last four
activities (5-8) we will explore science concepts and also relate these to the
science standards we will first explore in Activity 4.
For this activity please refer to the Wisconsin Science
Standards at this website:
At this site you will find Standards A- H for grades 4, 8 and 12. Since most of the students in this class are future early childhood educators, I would like for you to focus on the Grade 4 Standards.
The complete list of Science Standards for 4th grade students in Wisconsin includes the following items:
STANDARD A: Science Connections
By the end of grade four, students will:
A.4.1 When conducting science investigations, ask and answer questions that will help decide the general areas of science being addressed
A.4.2 When faced with a science-related problem, decide what evidence, models, or explanations previously studied can be used to better understand what is happening now
A.4.3 When investigating a science-related problem, decide what data can be collected to determine the most useful explanations
A.4.4 When studying science-related problems, decide which of the science themes are important
A.4.5 When studying a science-related problem, decide what changes over time are occurring or have occurred
STANDARD B: Nature of Science
By the end of grade four, students will:
B.4.1 Use encyclopedias, source books, texts, computers, teachers, parents, other adults, journals, popular press, and various other sources, to help answer science-related questions and plan investigations
B.4.2 Acquire information about people who have contributed to the development of major ideas in the sciences and learn about the cultures in which these people lived and worked
B.4.3 Show* how the major developments of scientific knowledge in the earth and space, life and environmental, and physical sciences have changed over time
STANDARD C: Science Inquiry
STANDARD C: Science Inquiry
By the end of grade four, students will:
C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations
C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations
C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations
C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers
C.4.7 Support their conclusions with logical arguments
C.4.8 Ask additional questions that might help focus or further an investigation
STANDARD D: Physical Science
By the end of grade four, students will:
C.4.1 Use the vocabulary of the unifying themes to ask questions about objects, organisms, and events being studied
C.4.2 Use the science content being learned to ask questions, plan investigations, make observations, make predictions, and offer explanations
C.4.3 Select multiple sources of information to help answer questions selected for classroom investigations
C.4.4 Use simple science equipment safely and effectively, including rulers, balances, graduated cylinders, hand lenses, thermometers, and computers, to collect data relevant to questions and investigations
C.4.5 Use data they have collected to develop explanations and answer questions generated by investigations
C.4.6 Communicate the results of their investigations in ways their audiences will understand by using charts, graphs, drawings, written descriptions, and various other means, to display their answers
C.4.7 Support their conclusions with logical arguments
C.4.8 Ask additional questions that might help focus or further an investigation
STANDARD D: Physical Science
By the end of grade four, students will:
PROPERTIES OF EARTH MATERIALS
D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances
D.4.2 Group and/or classify objects and substances based on the properties of earth materials
D.4.3. Understand that substances can exist in different states-solid, liquid, gas
D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and construct explanations for the changes
D.4.5 Construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data
POSITION AND MOTION OF OBJECTS
D.4.6 Observe and describe physical events in objects at rest or in motion
D.4.7 Observe and describe physical events involving objects and develop record-keeping systems to follow these events by measuring and describing changes in their properties, including:
D.4.8 Ask questions and make observations to discover the differences between substances that can be touched (matter) and substances that cannot be touched (forms of energy, light, heat, electricity, sound, and magnetism)
STANDARD E: Earth and Space Science
By the end of grade four, students will:
PROPERTIES OF EARTH MATERIALS
E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations
E.4.2 Show that earth materials have different physical and chemical properties, including the properties of soils found in Wisconsin
E.4.3 Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and minerals, using the common vocabulary of earth and space science
OBJECTS IN THE SKY
E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time
CHANGES IN THE EARTH AND SKY
E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes
E.4.6 Using the science themes, find patterns and cycles in the earth's daily, yearly, and long-term changes
E.4.7 Using the science themes, describe resources used in the home, community, and nation as a whole
E.4.8 Illustrate human resources use in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world
STANDARD F: Life and Environmental Science
By the end of grade four, students will:
THE CHARACTERISTICS OF ORGANISMS
F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive
F.4.2 Investigate* how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)
LIFE CYCLES OF ORGANISMS
F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type
ORGANISMS AND THEIR ENVIRONMENT
F.4.4 Using the science themes*, develop explanations* for the connections among living and non-living things in various environments
STANDARD G: Science Applications
By the end of grade four, students will:
G.4.1 Identify* the technology used by someone employed in a job or position in Wisconsin and explain* how the technology helps
G.4.2 Discover* what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time
G.4.3 Determine what science discoveries have led to changes in technologies that are being used in the workplace by someone employed locally
G.4.4 Identify* the combinations of simple machines in a device used in the home, the workplace, or elsewhere in the community, to make or repair things, or to move goods or people
G.4.5 Ask questions to find answers about how devices and machines were invented and produced
STANDARD H: Science in Personal and Social Perspectives
By the end of grade four, students will:
H.4.1 Describe* how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care
H.4.2 Using the science themes*, identify* local and state issues that are helped by science and technology and explain* how science and technology can also cause a problem
H.4.3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care
H.4.4 Develop* a list of issues that citizens must make decisions about and describe* a strategy for becoming informed about the science behind these issues
The Sub-Standards that I have used in my college career include:
D.4.1 Understand that objects are made of more than one substance, by observing, describing and measuring the properties of earth materials, including properties of size, weight, shape, color, temperature, and the ability to react with other substances
D.4.2 Group and/or classify objects and substances based on the properties of earth materials
D.4.3. Understand that substances can exist in different states-solid, liquid, gas
D.4.4 Observe and describe changes in form, temperature, color, speed, and direction of objects and construct explanations for the changes
D.4.5 Construct simple models of what is happening to materials and substances undergoing change, using simple instruments or tools to aid observations and collect data
POSITION AND MOTION OF OBJECTS
D.4.6 Observe and describe physical events in objects at rest or in motion
D.4.7 Observe and describe physical events involving objects and develop record-keeping systems to follow these events by measuring and describing changes in their properties, including:
- position relative to another object
- motion over time
- and position due to forces
D.4.8 Ask questions and make observations to discover the differences between substances that can be touched (matter) and substances that cannot be touched (forms of energy, light, heat, electricity, sound, and magnetism)
STANDARD E: Earth and Space Science
By the end of grade four, students will:
PROPERTIES OF EARTH MATERIALS
E.4.1 Investigate that earth materials are composed of rocks and soils and correctly use the vocabulary for rocks, minerals, and soils during these investigations
E.4.2 Show that earth materials have different physical and chemical properties, including the properties of soils found in Wisconsin
E.4.3 Develop descriptions of the land and water masses of the earth and of Wisconsin's rocks and minerals, using the common vocabulary of earth and space science
OBJECTS IN THE SKY
E.4.4 Identify celestial objects (stars, sun, moon, planets) in the sky, noting changes in patterns of those objects over time
CHANGES IN THE EARTH AND SKY
E.4.5 Describe the weather commonly found in Wisconsin in terms of clouds, temperature, humidity, and forms of precipitation, and the changes that occur over time, including seasonal changes
E.4.6 Using the science themes, find patterns and cycles in the earth's daily, yearly, and long-term changes
E.4.7 Using the science themes, describe resources used in the home, community, and nation as a whole
E.4.8 Illustrate human resources use in mining, forestry, farming, and manufacturing in Wisconsin and elsewhere in the world
STANDARD F: Life and Environmental Science
By the end of grade four, students will:
THE CHARACTERISTICS OF ORGANISMS
F.4.1 Discover* how each organism meets its basic needs for water, nutrients, protection, and energy* in order to survive
F.4.2 Investigate* how organisms, especially plants, respond to both internal cues (the need for water) and external cues (changes in the environment)
LIFE CYCLES OF ORGANISMS
F.4.3 Illustrate* the different ways that organisms grow through life stages and survive to produce new members of their type
ORGANISMS AND THEIR ENVIRONMENT
F.4.4 Using the science themes*, develop explanations* for the connections among living and non-living things in various environments
STANDARD G: Science Applications
By the end of grade four, students will:
G.4.1 Identify* the technology used by someone employed in a job or position in Wisconsin and explain* how the technology helps
G.4.2 Discover* what changes in technology have occurred in a career chosen by a parent, grandparent, or an adult friend over a long period of time
G.4.3 Determine what science discoveries have led to changes in technologies that are being used in the workplace by someone employed locally
G.4.4 Identify* the combinations of simple machines in a device used in the home, the workplace, or elsewhere in the community, to make or repair things, or to move goods or people
G.4.5 Ask questions to find answers about how devices and machines were invented and produced
STANDARD H: Science in Personal and Social Perspectives
By the end of grade four, students will:
H.4.1 Describe* how science and technology have helped, and in some cases hindered, progress in providing better food, more rapid information, quicker and safer transportation, and more effective health care
H.4.2 Using the science themes*, identify* local and state issues that are helped by science and technology and explain* how science and technology can also cause a problem
H.4.3 Show* how science has contributed to meeting personal needs, including hygiene, nutrition, exercise, safety, and health care
H.4.4 Develop* a list of issues that citizens must make decisions about and describe* a strategy for becoming informed about the science behind these issues
The Sub-Standards that I have used in my college career include:
A.4.2 = I have most recently used this standard as I completed Activity #1 for this Chemistry 105. During the experiments for freezing and boiling water, I used previous experiences in cooking as a basis for my hypothesis. Based on my previous observations, I was able to accurately predict the outcome for each of the experiments that I conducted
.
B.4.2 = During my Biology 101 course, we studied the changes in the environment locally. We conducted experiments in the laboratory and on-site relating to the green algae in Lake Menomin. We discovered that a variety of factors in the environment have led to the increasing danger of the water in this local body of water. The research that we conducted during this course was later used as evidence when the instructor was applying for grants in the Science department at Stout, and to begin improving the terrible conditions of Lake Menomin.
C.4.8 = Throughout my time at UW-Stout, I have used this standard in a multitude of content areas. The most recent experience has been during lesson planning for the preschool classroom on campus. Although the lessons were not specifically designed as science content, the investigation and further questioning played a key role in my consideration for planning and implementing lessons with the preschoolers.
D.4.3 = While conducting the initial experiments for this Chemistry 105 course, I was testing the three states of matter. The areas we were learning more about included solids, liquids and gases. Additionally, we were testing the conditions of the boiling and freezing points related to temperature of the water. We also added salt to determine the effects of extra compounds with water to the freezing point. The experiment furthered my understanding of the three states of matter.
E.4.5 = As a Early Childhood educator, I have had countless opportunities to discuss the weather with young children. By using part of the morning circle time to discuss the weather, I am enriching the children's understanding of weather conditions and scientific terms. For example, we typically discuss the current weather as observed out the windows and also make predictions about upcoming weather. We may use terms such as rainy, cloudy, snowy, and sunny.
F.4.2. = Outside of the classroom, I have been working on growing an herb garden with my youngest child. We recently discovered that her plants were not receiving enough sunshine, and were beginning to shrivel up and dying slowly. To attempt to revitalize our plants we replanted them into better soil, and began watering them on a more regular basis. By changing the conditions for the herb garden, we were able to return the plants to their more healthy state, and avoid early death.
G.4.2 = As a non-traditional college student, I have had a lot of exposure to newer technologies than is typical for my age group. I have also observed that the technology that was used by my parents and grandparents has been continuously improved by mine and younger generations. During my Impacts of Technology course, we spent a majority of our time in the classroom talking about many of the updates and newer innovations that will affect younger generations in today's school systems.
H.4.3 = Science advancements in nutrition has helped me as I strive to become a more healthy person. For years I struggled with stomach issues, headaches, and other physical ailments that my doctor could not diagnose. Fortunately, recent scientific research has discovered that the problems I was having are related to an intolerance to gluten. Scientists have recently found many links between the diet and celiac disease (a hereditary intolerance for foods containing gluten). Needless to say, that I am truly grateful for the scientists that have diligently researched this issue for patients such as myself.
Also for this activity, you are to explore the Next
Generation Science Standards. These are new standards that are being
proposed at the federal level that many states, including Wisconsin, are now in
the process of developing adoption plans.
As you explore this site, and perhaps others that are related,
answer the following three questions.
1. What do you see are big changes compared to the previous
standards?
ANSWER:
Some of the changes to the new standards include:
ANSWER:
Some of the changes to the new standards include:
- English and Math alignment with Science
- Higher focus on furthering education: emphasis on college preparation and future careers
- Engineering is integrated with Science
- More concentrated focus on building a deeper understanding and application of content
- Instead of focusing on curriculum, the emphasis is on student performance expectations
2. How are these standards connected to the other disciplines
such as math and literacy?
ANSWER:
The new standards seek to integrate more areas of study together. Therefore, science is now incorporating math and literacy building skills. The next generation standards are more inclusive than those used previously.
ANSWER:
The new standards seek to integrate more areas of study together. Therefore, science is now incorporating math and literacy building skills. The next generation standards are more inclusive than those used previously.
3. What do you see will be challenges for teachers when
considering some of the changes in the proposed science standards?
ANSWER:
As an Early Childhood teacher, it is my responsibility to teach a variety of all subject matter. This means I must have a clear, concise understanding of each area of study. However, trying to implement required curriculum and the new integrated standards may be challenging for teachers until they can find a good flow for organization/planning. Just like anything new, it will take time for teachers to be able to build up to the expectations laid out with the next generation standards.
ANSWER:
As an Early Childhood teacher, it is my responsibility to teach a variety of all subject matter. This means I must have a clear, concise understanding of each area of study. However, trying to implement required curriculum and the new integrated standards may be challenging for teachers until they can find a good flow for organization/planning. Just like anything new, it will take time for teachers to be able to build up to the expectations laid out with the next generation standards.
No comments:
Post a Comment