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Science Standards

Science Standards. Washington State Science: A Systems Approach. Presentation to OSPI Summer Institutes, 2004 Spokane Yakima Bellevue. Eric B. Wuersten Science Curriculum Supervisor Office of Superintendent of Public Instruction. Today’s Purpose. Origin of the Science Symbol

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Science Standards

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  1. Science Standards

  2. Washington State Science:A Systems Approach Presentation to OSPI Summer Institutes, 2004 Spokane Yakima Bellevue Eric B. Wuersten Science Curriculum Supervisor Office of Superintendent of Public Instruction

  3. Today’s Purpose • Origin of the Science Symbol • The Science Symbol as a model for: Instruction Curriculum Assessment • Future uses as an on-line integration model

  4. Today’s Question: To focus on systems, how we know them, investigate them and use the knowledge to inform our actions and engage students. • How much of today’s water is composed of the original water molecules that were formed on Earth some 4 billion years ago? • What systems do we think of? • How many systems intersect with water? • How can we connect our ideas to water we use?

  5. Developing the three EALR themes A Systems theme emerges as a way to … Now if we just move this…

  6. Inquiry The process of investigating the universe through observation, experimentation, induction Systems The growing knowledge and understanding of the universe through inquiry and the use of technologies Design The application of knowledge to design solutions to human problems, and verify systems

  7. SALT IIIDesign at work on EALRs This design hits the mark! Angie DiLoreto’s notes with Barbara Barr and Karen Madsen at the table.

  8. Washington State Science Proposed Refinements Essential Academic Learning Requirements(EALRs) EALR 1 SYSTEMS: Concepts and Principles of Science Physical Earth Space Life Properties of Systems Structure of Systems Changes in Systems EALR 2 INQUIRY: Investigations & the Nature of Science Investigating Systems Nature of Science EALR 3 DESIGN: Developing Solutions to Human Problems Design Processes Science, Technology, & Society

  9. Design Process Science, Technology, & Society Design Design Process • NSES 9-12 • Identify a Problem or Design Opportunity • Propose Designs and choose Between Alternative Solutions • Implement a Proposed Solution • Evaluate the Solution and its Consequences • EALRs 6-8 • Study and analyze challenges or problems from local, regional, national or global contexts in which science/technology can be or has been used to design a solution. • Research, model, simulate, and test alternative solutions to a problem. • Propose, revise, and evaluate the possible constraints, applications, and consequences of solutions to a problem or challenge. • NSES 5-8 • Identify Appropriate Problems for Technological Design • Design a solution of a Product • Implement a Proposed Design • Evaluate completed technological Design or products • EALRs 6-8 • Identify and examine common, everyday challenges or problems in which science /technology can be or has been use to design solutions. • Identify, design, and test alternative solutions to a challenges or problems. • Compare and contrast multiple solution to a problem or challenge. • NSES K-4 • Identify a Problem • Propose a Solution • Implement Proposed Solutions • Evaluate a Product or Design • Communicate a Problem, Design, and Solution • EALRs K-5 • Identify problems found in familiar contexts in which science/technology can be or has been used to design solutions. • Propose, design, and test a solution to a problem. • Evaluate how well a design or a product solves a problem.

  10. INQUIRY Investigating Systems Nature of Science SYSTEMS Properties, Structure, Changes Physical, Earth/Space, Living Design Process Science, Technology, & Society Application The Science Symbol Three Focused and Interrelated Themes of Science Model

  11. Three Focused and Interrelated Themes of Science Investigating Systems Nature of Science INQUIRY CONCEPTS & PRINCIPLES Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION

  12. Investigating Systems Nature of Science INQUIRY CONCEPTS & PRINCIPLES Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION

  13. Understanding GLEs—Science Grade 8 • EALR 1: Systems • Component 1.2: Recognize components, structure, and organization of systems and the interconnections within and among them. • 1.2.1 Understand how the parts of a system interact and influence each other. • Describe a system by tracing the flow of matter and energy through the system. • Explain how a change in one part of the system will change other parts of the system. This statement is the Grade Level Expectation These bullets are Evidence of Learning

  14. EALRs Written Curriculum Instruction Taught Curriculum Assessment Tested Curriculum Washington Vision:Alignment for Student Achievement

  15. INQUIRY Investigating Systems Nature of Science Physical Earth Space Life SYSTEMS Properties of Systems Structure of Systems Changes in Systems Design Process Science, Technology, & Society Application Alignment for Student Achievement Content Standards Written Curriculum What How well How Instruction Taught Curriculum Assessments TestedCurriculum

  16. Alignment • The importance of curriculum alignment cannot be overstated. It is critical that the written curriculum, the taught curriculumand the tested curriculumalign. • The Essential Academic Learning Requirements (EALRs), which now include the Grade Level Expectations (GLEs), form the basis of the written curriculum. • The taught curriculum refers to the teacher’s pedagogy and use of instructional resources. • The tested curriculum includes all diagnostic, formative, and summative classroom-based assessments as well as the WASL.

  17. EALR 1 Systems: The student understands and uses scientific concepts and principles to understand systems. 1.1. Properties of Systems: Use properties to identify, describe, and categorize substances, materials, and objects and use characteristics to categorize living things. 1.2. Structure of Systems: Recognize the components, structure, and organization of systems and the interconnections within and among them. 1.3. Changes in Systems: Understand how interactions within and among systems cause changes in matter and energy.

  18. SYSTEMS Properties, Structure, Changes Physical, Earth/Space, Living What’s a System? • Organizes content • Explains how the world works • Makes meaning

  19. \ • Systems: The essential concepts and principles of the physical, earth, space and life sciences are organized in and interwoven by systems. • What science has learned about the universe is described by the properties, structures, and changes in the various systems and subsystems and connections between systems. • Students use the systems concepts of inputs, out puts, and transfers of matter, energy, and information to understand how the universe functions.

  20. SYSTEMS Properties, Structure, Changes Physical, Earth/Space, Living Elements Of Systems • Inputs, Outputs • Transformations • Matter • Energy • Information Closed? Open? Black Box, White Box Connecting Phenomena: Concepts, Laws Principles, Relationships

  21. \ System SYSTEMS Properties, Structure, Changes Physical, Earth/Space, Living Structure of Systems transfers transformations inputs outputs Environment Systems: A pattern of interactions among linked (cause-effect) elements of a system. Science concepts, principles, and theories describe the interaction of matter, energy, and information as transfers and transformations in systems.

  22. ``` Ice Condensation SYSTEMS Evaporation Properties, Structure, Changes Physical, Earth/Space, Living Hot Water Concepts and Properties of the Water Cycle How is the cups water cycle like a system?

  23. INQUIRY Investigating Systems Nature of Science EALR 2 Inquiry: The student knows and applies the skills, processes and the nature of scientific inquiry. 2.1 Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry. 2.2 Nature of Science: Understand the nature of scientific inquiry.

  24. INQUIRY Investigating Systems Nature of Science How are Systems Investigated? • Inquiry: The knowledge and skills necessary to investigate systems are focused on scientific inquiry. • Students ask questions and plan valid scientific investigations to answer their questions. • Students demonstrate and understand the nature of science inquiry and how inquiry has contributed to the knowledge and understanding of how the universe functions.

  25. Investigating Systems Nature of Science INQUIRY InquiryControlledInvestigations of Systems Making hypotheses: predictions Planning the investigation: fair tests, manipulating [I] a variable, measuring a responding [D] variable Asking questions Conclusions Observing and recording data Conducting the investigation Organizing and analyzing results

  26. \ System INQUIRY Investigating Systems Nature of Science Inquiry: Investigating Systems Plant growth Sunlight inputs outputs Environment What variables, as inputs or transfers, influence outputs as transfers or transformations? Controlling variables, manipulating one (independent) and measuring and recording the outputs of a responding variable (dependent) lead to inferences, conclusions as to cause-effect..

  27. INQUIRY Investigating Systems Nature of Science Fertilizer Plant model Leaf Paper towel connected to string Stem: Straw with cotton string Root: cotton string

  28. Inquiry • An investigation into the flight of birds. • What variables did Leonardo attempt to isolate? • How to Think Like Leonardo by Michael J. Gelb

  29. Inquiry • An investigation into the evolution of bird flight. • What variables has Kenneth Dial attempted to isolate? • January 17, 2003 Science

  30. Inquiry • A graphic hypothesis… Given Sauropod pelvic structure and the physics of flight, are Microraptor hind legs deployed horizontally?

  31. ``` Ice Investigating Systems Nature of Science INQUIRY Condensation Evaporation Hot Water Investigating the Water Cycle Questions Hypotheses Variables Data Analysis Conclusions Electric Circuits unit from STC meets GLEs: 2.1 & 2.2

  32. Design Process Science, Technology, & Society APPLICATION How is the knowledge and skills of Systems Applied? Design: The knowledge and skills of science are applied when designing solutions to human problems or challenges. Students use design processes to develop and assess scientific solutions to problems in real contexts. In addition, students recognize that science and technology are human endeavors, interrelate to each other and to society and to the workplace.

  33. \ System Design Process Science, Technology, & Society Application Design: Developing Solutions More growth More fertilizer inputs outputs R L Environment Design Systems with Networks: Investigate transfers and transformations to develop models (prototypes) of systems. Stella software models simple systems.

  34. EALR 3 Application: The student knows and applies the design process to develop solutions to human problems in societal contexts. To meet this standard, the student will: 3.1 Designing Solutions: Apply design processes to develop solutions to human problems or meet challenges using the knowledge and skills of science and technology. 3.2 Science, Technology, & Society: Know that science and technology are human endeavors, interrelated to each other, to society, and to the workplace.

  35. Design Process Science, Technology, & Society APPLICATION Design Process Select best alternatives Scientifically Investigate aspects of the system Identify the problem; constraints Plan a prototype Communicate Build a prototype Refine Prototype Scientifically test the prototype

  36. Scientific Design Scientific design creates solutions needed to carry out an investigation of oxygen consumption in Desert Iguanas

  37. Condensation Water collection Sun Evaporation Water Design Process Science, Technology, & Society APPLICATION Solar Still

  38. SYSTEMS Properties, Structure, Changes Physical, Earth/Space, Living Focus on Learning:Making Connections • Understand systems using concepts and principles • Explore through inquiry • Apply with design

  39. Investigating Systems Nature of Science INQUIRY SYSTEMS Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION Science Symbol: An Integrating Instructional model Habits of Mind Inquiry Design Changes Language Arts Target System Societal Contexts Structures Art Coordinated Connections Properties Social Studies Mathematics

  40. Investigating Systems Nature of Science INQUIRY SYSTEMS Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION Units: Trees for grade Three Accuracy of recording Is the twig Alive? Tree model Writing/reading about trees Living tree Trees, environment Tree Parts cells Draw a Tree twig Coordinated Connections Light water nutrients NW trees Length of leaves

  41. Investigating Systems Nature of Science INQUIRY SYSTEMS Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION Units: Forests for grades 6-8 Is the plants alive? Accuracy of recording Grass varieties waterflow Observations of trees Living tres Wildlife Diagram a twig Tree parts, Cells, Coordinated Connections NW trees Light, Water, Nutrients, Weather, Human impacts, Business plan, Aesthetics GPS/GIS

  42. Instructional Units: Concept Clusters “Watersheds for High School” Investigating Systems Nature of Science INQUIRY SYSTEMS Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION Sun Light System Meaning-making is accomplished when mental connections are made between learned experiences that create networks of conceptual understanding Energy Fiber Air Food Soil Ecology

  43. Investigating Systems Nature of Science INQUIRY SYSTEMS Properties, Structures, Changes, Physical, Earth/Space, and Living Systems Design Process Science, Technology, & Society APPLICATION Our next steps… When a teacher by reason of inspiration or good training, brings to her children the right thing, they respond so freely and fully, that half in ecstasy and half in despair she exclaims, “Why can they not always be like this?” If they could, the millennium would indeed be here ushered in by an army of perfect teachers. John Dewey, 1905

  44. Click on underlined words to view glossary (new window pops up)

  45. Select the Grade Level Indicator View Evidence of Learning

  46. Select the WASL Tab

  47. Select the released item link and a new window appears with released item

  48. Inspire and Care There shall be wings! If the accomplishment be not me, ‘tis for some other. The spirit cannot die; and man, who shall know all and shall have wings… Leonardo da Vinci (1452-1519)

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