integrated science background information l.
Skip this Video
Loading SlideShow in 5 Seconds..
Integrated Science Background Information PowerPoint Presentation
Download Presentation
Integrated Science Background Information

Loading in 2 Seconds...

play fullscreen
1 / 65

Integrated Science Background Information - PowerPoint PPT Presentation

  • Uploaded on

Integrated Science Background Information Pamela J.W. Gore Georgia gets Serious about Science Education About 1/3 not passing HS science graduation test (>26,000)

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

Integrated Science Background Information

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
georgia gets serious about science education
Georgia gets Serious about Science Education
  • About 1/3 not passing HS science graduation test (>26,000)

December 7, 2005 – University System of Georgia Educator Preparation Academic Advisory Committee (EPAAC) recommends new science courses for Early Childhood Education majors in Area F

reasons given
Reasons given:

“Teachers do not have the science knowledge they need. It is also hard to hard to entice those majors into a science course to excite them about science.”

Teachers “rote know a lot of stuff but do not understand and cannot explain to students.”

Virginia Michelich

Numerous studies have shown that show that science courses should be taught “with interactive activities, cooperative learning, and supportive cultures that positively influence teacher confidence in teaching science, which in turn plays an important part in the quality and quantity of science taught by in-service teachers.”

Michelle K. Guziec and Holly Lawson.

Journal of College Science Teaching:

Mar/Apr 2004; 33, 5; Platinum Periodicals pg. 36.

“Data has shown that students must have opportunities to learn science actively by working with peers and instructors.

Conceptual understanding of science and the processes of experimentation and theory-building are more important than memorizing accepted facts and theories.”

Change, September/October 2002

“A new set of courses designed to align with the GPS will make sure future K-5 teachers will have content. The intent is to ascertain what they already know and build on that.

When we use the term activity-based, I don’t think we are dumbing down the course. Get teachers away from worksheets for their students.

This is an opportunity to look at courses and develop them in a different way.”

Dorothy Zinsmeister

“This needs to be presented in a manner that is a little more exciting than chemistry and physics are presented now.

Make it activity-based and make it more exciting. …

There are some faculty members that I would not put in this class. This is not science for science majors.”

Tim Goodman

life science
Life Science

A. Characteristics of Life

B. Biodiversity/Heredity

C. Energy Flow

D. Interdependence of Life/Ecology

E. Cells

earth science
Earth Science
  • Earth Systems
  • Lithosphere (including formation of the solar system)
  • Hydrosphere
  • Biosphere
what does gps mean17
What does GPS mean?

Georgia Performance Standards

georgia department of education revised the k 12 curriculum in 2003
Georgia Department of Education Revised the K-12 Curriculum in 2003
  • Georgia Performance Standards (GPS) replace QCCs
  • Fewer topics
  • More in-depth
february 2004
February 2004

GA Board of Education decides to adopt National Standards

what are the national standards21
What are the National Standards?
  • National Science Education Standards – National Academy of Sciences
  • Benchmarks for Science Literacy - Project 2061 - American Association for the Advancement of Science
project 206123
Project 2061?
  • Halley’s Comet
  • Every 75-76 years
  • 1986-2061
Science teaching is front page news

Science tests coming to elementary & MS


  • Hands-on learning
  • Better-prepared teachers

February 13, 2005

result of change to the gps fordham institute study august 31 2006 says
Result of change to the GPS? Fordham Institute Study August 31, 2006 says:
  • Georgia's New Curriculum: No. 5 in the Nation!The state's new curriculum, the Georgia Performance Standards, is the fifth-best state curriculum in the nation.
  • The report gave Georgia's curriculum an overall grade of B+, up from a C- in 2000

good news for science
Good News for Science!
  • The Science standards received a grade of "B," which is up from an "F" in 2000.
science graduation requirements
Science Graduation Requirements

2009 Update – Georgia now requires 4 years of science as a high school graduation requirement!!

science standards two co requisite sections
Science StandardsTwo co-requisite sections
  • Characteristics of Science
    • Habits of the Mind
    • The Nature of Science
  • Content
    • Earth Science
    • Physical Science
    • Life Science
habits of the mind
Habits of the Mind

S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

habits of the mind33
Habits of the Mind

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

S5CS5. Students will communicate scientific ideas and activities clearly.

S5CS6. Students will question scientific claims and arguments effectively.

the nature of science
The Nature of Science
  • S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.
  • S5CS8. Students will understand important features of the process of scientific inquiry.
  • Day and night sky; sun, moon, stars
  • Sort rocks and soils on physical attributes
  • Motion
  • Living vs. non-living
  • Animals and plants
  • Parents and offspring
grade 1
Grade 1
  • Weather patterns
  • Seasons
  • Light
  • Sound
  • Shadows
  • Magnets
  • Characteristics and needs of living things
grade 2
Grade 2
  • Sun, moon, and stars
  • Seasons
  • Changes of Earth’s surface
  • Physical changes
  • Solid, liquid, gas
  • Energy and motion
  • Life cycles
grade 3
Grade 3
  • Rocks & minerals of GA
  • Soils
  • Weathering
  • Fossils
  • Habitats, organisms in GA
  • Pollution & conservation
  • Heat energy, magnets
grade 4
Grade 4
  • Stars and constellations
  • Solar system
  • Weather data and forecasting
  • Water cycle
  • Light, sound, force, mass, motion
  • Gravity
  • Ecosystems, food web/chain
  • Adaptation, survival and extinction
grade 5
Grade 5
  • Landforms of GA
  • Constructive & destructive forces (earthquakes, volcanoes, deposition, erosion weathering)
  • Role of technology in control of the above
  • Biological classification, inheritance
  • Cells, microorganisms
  • Matter, physical and chemical changes
  • Electricity and magnetism
frameworks are developed for each unit by doe
Frameworks are Developedfor Each Unit by DOE
  • Standards addressed
  • Enduring Understandings
  • Essential Questions
  • Knowledge
  • Concepts and language (vocabulary)
  • Misconceptions & proper conceptions
  • Tasks (activities)
  • Culminating Activity (evidence of learning)
course structure
Course Structure
  • Introduction to Scientific Methods and Applications
  • Life Science
  • Earth Science
intro to scientific methods and applications
A. Demonstrate an understanding of the scientific method and the process of scientific inquiry (should be threaded throughout course)

B. Demonstrate an understanding of laboratory safety (should be threaded throughout course)

C. Demonstrate an understanding of data collection (observation, measurement, recording, etc.), and the interpretation of data (should be threaded throughout course)

Intro. to Scientific Methods and Applications
intro to scientific methods and applications48
D. Communicate scientific ideas and activities clearly (should be threaded throughout course)

E. Question scientific claims and arguments effectively (should be threaded throughout course)

F. Identify patterns of change using records, tables, or graphs of measurements (should be threaded throughout course)

Intro. to Scientific Methods and Applications
life science49
Life Science

A. Characteristics of Life

B. Biodiversity/Heredity

C. Energy Flow

D. Interdependence of Life/Ecology

E. Cells

earth science50
Earth Science
  • Earth Systems
  • Exosphere (Astronomy)
  • Lithosphere (Geology)
  • Hydrosphere and Atmosphere (Oceanography and Meteorology)
  • Biosphere
characteristics of life
Characteristics of Life
  • Distinguish living organisms from nonliving materials by observable physical attributes (appearance, size, motion, etc.); recognize that fungi are living organisms
  • Demonstrate the ability to explain characteristics associated with all living things: cells, growth, reproduction, heredity, response to stimuli, evolutionary adaptation, energy metabolism, exchange of materials with the environment, homeostasis
  • Compare and contrast the characteristics (including parts) and basic needs of plants and animals.
  • Identify factors that affect the survival or extinction of organisms, such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection); identify factors that may have led to extinctions of some organisms
biodiversity heredity
  • Recognize similarities and differences between organisms (compare and contrast a plant, an animal, and a bacterial cell; recognize similarities and differences between parent and offspring)
  • Group living organisms based on characteristics, and demonstrate an understanding of how and why scientists use classification
  • Demonstrate the ability to explain life cycles of various organisms
  • Demonstrate the role of DNA in heredity
  • Demonstrate the ability to explain mechanisms for transmission of traits between generations
  • Distinguish between inherited traits and learned behaviors
energy flow
Energy Flow
  • Demonstrate an understanding of the intricacy and concepts of food webs
  • Explain the process and significance of photosynthesis
  • Demonstrate an understanding of the need for oxygen and organic carbon
  • Explain the process and significance of cellular respiration
interdependence of life ecology
Interdependence of Life/Ecology
  • Demonstrate an understanding of interdependence of community members; identify roles of producers, consumers, and decomposers
  • Distinguish between autotrophic and heterotrophic organisms
  • Demonstrate an understanding of symbiotic relationships, i.e. mutualism, commensalisms, and parasitism; relate how microorganisms benefit or harm larger organisms
  • Demonstrate an understanding of predator/prey relationships, strategies, and adaptive significance
  • Recognize characteristics of different populations
interdependence of life ecology55
Interdependence of Life/Ecology
  • Demonstrate an understanding of basic population dynamic structure
  • Demonstrate an understanding of the importance of birth and death rates
  • Demonstrate an understanding of the habitats of different organisms (aquatic, terrestrial, artificial), and the dependence of organisms on their habitat; differentiate between habitats of Georgia and the organisms that live there
  • Demonstrate an understanding of the components and limiting factors of a habitat, a niche, and carrying capacity
  • Demonstrate an understanding of the difference between a macro- and a microhabitat
  • Demonstrate an understanding of the effect of pollution and humans on the environment; identify ways to protect the environment
  • Recognize the cell as the fundamental unit of life
  • Demonstrate a knowledge of the diversity of unicellular organisms (including eukaryotic and prokaryotic cells)
  • Demonstrate an understanding of the origins of multicellularity
  • Demonstrate an understanding of the levels of biological organization
  • Demonstrate an understanding of the integrated functions of body systems
  • Observe, identify, diagram, and label different cell components and explain their structure and functions (plant cells, animal cells, single-celled organisms, multicellular organisms)
  • Explain the integration of cellular components
earth science57
Earth Science
  • Earth Systems
  • Exosphere (Astronomy)
  • Lithosphere (Geology)
  • Hydrosphere and Atmosphere (Oceanography and Meteorology)
  • Biosphere
earth systems
Earth Systems
  • Recognize the importance of science and technology in our everyday lives (should be threaded throughout Earth Science topics)
  • Recognize Earth materials (rocks, soil, water, air, etc.)
exosphere astronomy
Exosphere (Astronomy)
  • Demonstrate an understanding of the basic attributes of stars, planets, Moon, Sun, and the Solar System; demonstrate the relative size and order of planets in the Solar System
  • Describe and model changes and patterns in the day and night sky (including day/night transitions; star patterns; movement of stars, planets, Sun and Moon; phases of the moon), and changing length of day and night as related to changing seasons
  • Demonstrate an understanding of the use of technology to observe distant objects in the sky
lithosphere geology
Lithosphere (Geology)
  • Differentiate between minerals and rocks; differentiate between different types of minerals and between different types of rocks on the basis of their physical properties; and demonstrate a basic understanding of the rock cycle
  • Recognize and describe the basic properties and components of soil (texture, particle size, color); compare and contrast different types of soil (clay, loam or potting soil, sand, etc.) including their ability to support life and capacity to absorb water
lithosphere geology61
Lithosphere (Geology)
  • Demonstrate an understanding of fossils as evidence of organisms that lived long ago, and processes of fossilization; compare and contrast fossils with organisms that are living today; recognize fossils of Georgia; explain how fossil fuels were formed and why they need to be conserved
lithosphere geology62
Lithosphere (Geology)
  • Recognize and describe the different geologic processes that shape the Earth, including how water and wind change rocks and soils over time; identify surface features caused by constructive and destructive processes (deposition, faults earthquakes, volcanoes, weathering, erosion); categorize Georgia landforms formed by constructive and/or destructive processes
lithosphere geology63
Lithosphere (Geology)
  • Demonstrate an understanding of the role of technology and human intervention in the control of constructive and destructive processes (seismological studies, flood control, beach reclamation, etc.)
hydrosphere and atmosphere oceanography and meteorology
Hydrosphere and Atmosphere (Oceanography and Meteorology)
  • Demonstrate a basic understanding of the water cycle, and states of water (solid, liquid, gas)
  • Analyze weather charts/maps, and observe, measure, and communicate weather data to predict weather events and infer patterns and seasonal changes
  • Describe changes in weather and how they relate to the water cycle (freezing, melting, precipitation, evaporation, etc.) and position of the Earth and Sun
  • Understand and describe how weathering forms soil and how weather and erosion change the Earth’s surface
  • Recognize and describe different biomes and how they are affected by weather, plant and animal activity, and geologic processes
  • Observe and record changes in a specific area using maps, and infer causes of the changes (weather, plants, animals, and/or people, etc.)