Science instruction
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SCIENCE INSTRUCTION. Summary of Changes to Science SOL. Use consistent terminology and content in vertical alignment of the standards Update standards to include references to additional energy sources Move examples and details to the Curriculum Framework

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SCIENCE INSTRUCTION

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Science instruction

SCIENCE INSTRUCTION


Summary of changes to science sol

Summary of Changes to Science SOL

  • Use consistent terminology and content in vertical alignment of the standards

  • Update standards to include references to additional energy sources

  • Move examples and details to the Curriculum Framework

  • The .1 stem for the K-12 SOL changed to include the “nature of science.”

  • Real world applications added to .1 SOL


What is the nature of science

What is The Nature of Science?


Understandable

UNDERSTANDABLE

THE NATURAL WORLD IS


Evidence

EVIDENCE

SCIENCE DEMANDS


Logic and imagination

LOGIC AND IMAGINATION

SCIENCE IS A BLEND OF


Durable

DURABLE

SCIENTIFIC KNOWLEDGE IS


Subject to change

SUBJECT TO CHANGE

SCIENTIFIC KNOWLEDGE IS


Science instruction

BIAS

SCIENTISTS ATTEMPT TO AVOID


Social activity

SOCIAL ACTIVITY

SCIENCE IS A COMPLEX


Understandable1

UNDERSTANDABLE

THE NATURAL WORLD IS


Evidence1

EVIDENCE

SCIENCE DEMANDS


Logic and imagination1

LOGIC AND IMAGINATION

SCIENCE IS A BLEND OF


Durable1

DURABLE

SCIENTIFIC KNOWLEDGE IS


Subject to change1

SUBJECT TO CHANGE

SCIENTIFIC KNOWLEDGE IS


Science instruction

BIAS

SCIENTISTS ATTEMPT TO AVOID


Social activity1

SOCIAL ACTIVITY

SCIENCE IS A COMPLEX


Revisions to the science sol 2nd grade

Revisions to the Science SOL: 2nd Grade

  • 2010 2003 Comments

  • 2.1 2.1 Additional descriptive text was included to clarify and expand the intent of the stem (demonstrate an understanding of scientific reasoning, logic and the nature of science by planning and conducting).

  • 2.1a New content was added (observations and predictions are made and questions are formed).

  • 2.1b 2.1a New Content was added (observation is differentiated from personal interpretation

  • 2.1f New content was added (time is measured using the proper tools).

  • 2.1g 2.1d Additional content (conditions are identified and inferences are made).

  • 2.1h 2.1f Additional content (data are collected and recorded) and (no more picture graphs)

  • 2.1i 2.1g Additional text was added (data are analyzed)

  • 2.1k New Content (observations and data are communicated).

  • 2.1m New Content (current applications are used to reinforce science concepts).

  • 2.3a New Content (identification of distinguishing characteristics of solids, liquids, and gases).


Revisions to the science sol 2nd grade1

Revisions to the Science SOL: 2nd Grade

2.4 2.4 A content was clarified (in their life cycles changed to as they mature and grow).

2.4a 2.4a More inclusive terminology (animal life cycles) replaced specific content examples, which were moved to the Curriculum Framework (some animals, frogs and butterflies, undergo distinct stages during their lives, while others generally resemble their parents).

2.4b 2.4b More inclusive terminology (plant life cycles) replaced specific content examples, which were moved to the Curriculum Framework (flowering plants undergo many changes, from the formation of the flower to the development of the fruit).

2.5b New content was added (an animal’s habitat includes adequate food, water, shelter or cover, and space).

2.5dNew content was added (fossils provide information about living systems that were on Earth years ago).

2.6b 2.6b Additional clarifying text was included (recording and interpreting ―weather data).

2.6c New content was added (the importance and uses of tracking weather data over time).

2.8d Text from (2003) 2.8c was reworded (prevent soil from washing away changed to plants can help reduce erosion).


Revisions to the science sol 3rd grade

Revisions to the Science SOL: 3rd Grade

  • 3.1 3.1 Additional descriptive text was included to clarify and expand the intent of the stem (demonstrate an understanding of scientific reasoning, logic and the nature of science by planning and conducting).

  • 3.1b. Additional action was included (and repeated to ensure accuracy)

  • 3.1b The content of this bullet expanded (predictions are formulated using a variety of sources of information).

  • 3.1f 3.1i Additional clarifying text related to the measurement of time was included (using proper tools and techniques).

  • 3.1h 3.1g An additional action (analyze) was included with the existing treatment of data

  • 3.1i New content was added (unexpected or unusual quantitative data are recognized

  • 3.1k New Content (data are communicated).

  • 3.1l New Content (models are designed and built)

  • 3.1m New Content (current applications are used to reinforce science concepts).

    Moved to Grade Five 3.3b (materials are composed of parts that are too small to be seen without magnification)

    3.6 3.6 Terminology was modified (environments changed to ecosystems).

  • 3.7a 3.6a Terminology was modified (water-related environments changed to aquatic ecosystem

  • 3.6b 3.6b Terminology was modified (dry-land environments changed to terrestrial ecosystems)

  • 3.6d 3.6d New content was added (the human role in conserving limited resources).

  • 3.9a New Content (there are many sources of water on Earth).


Grade 3 science sol

Grade 3 Science SOL

Spring 2012 Division Summary of Science SOL

796 Students Tested

86.93 % Passing

Mean Scale Score (out of 50)

Scientific Investigation40.0

Force, Motion, Energy & Matter38.3

Life Processes and Living Systems38.6

Earth/Space Systems and Cycles37.3


From the spring 2012 3 rd g science sol student performance by question report

From the Spring 2012 3rd G. Science SOL “Student Performance by Question Report”

Areas of Strength: Yeah!

93-95% correct in division

  • Analyzing a table for data

  • Interpreting bar graphs

  • Properties of objects changing as size changes

  • Recognizing simple machines within a complex machine

  • Survival adaptations of animals

  • Recycling of natural resources

  • Seasonal variation in plants

  • Measuring time to the minute

  • The process of evaporation


From the spring 2012 3 rd g science sol student performance by question report1

From the Spring 2012 3rd G. Science SOL “Student Performance by Question Report”

  • Areas of Growth (Can you help?)

    50-70% correct in division

    Purpose of simple machines

    Magnetism in a magnetic compass

    What mixes with water

    The interdependency of plants and animals

    Producers and consumers in our environment

    Unlimited energy resources

    Methods of data collection to understand weather patterns


2 nd grade activity

2nd Grade Activity

  • Fossils

  • 2.5The student will investigate and understand that living things are part of a system. Key concepts include

  • a)living organisms are interdependent with their living and nonliving surroundings;

  • b)an animal’s habitat includes adequate food, water, shelter or cover, and space;

  • c)habitats change over time due to many influences; and

  • d)fossils provide information about living systems that were on Earth years ago.

  • Fossils found provide scientists with information about plants and animals that lived on Earth many years ago. (e.g., The rise and fall of sea level is recorded in the richly fossiliferous rocks of Virginia’s coastal plain. An abundance of marine fossils – fossil clams, snails, sand dollars, shark’s teeth, and whalebones – can be found in Virginia’s coastal plains.)

  • Virginia’s state fossil, Chesapectenjeffersonius, is a large extinct species of scallop that dates to approximately 4.5 million years ago. It was the first fossil ever described in North America and is named after Thomas Jefferson, one of our founding fathers, and an amateur paleontologist.


Rigor and vigor

Rigor and Vigor

  • How could you expand upon and develop a rigorous lesson/lab activity from this simple exercise?


3 rd grade activity

3rd Grade Activity

  • Producer, Consumer, Decomposer BINGO

    The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include

  • a)producer, consumer, decomposer;

  • b)herbivore, carnivore, omnivore; and

  • c)predator and prey.


Rigor and vigor1

Rigor and Vigor

  • How could you expand upon and develop a rigorous lesson/lab activity from this simple exercise?


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