east las vegas community center senior center may 8 2013 bret sibley k 12 science regional trainer n.
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Southern Nevada Regional Professional Development Program www.rpdp.net. East Las Vegas Community Center/Senior Center May 8, 2013 Bret Sibley K-12 Science Regional Trainer. Wanted: A Scientifically Literate Society.

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Wanted: A Scientifically Literate Society


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  1. Southern Nevada Regional Professional Development Program www.rpdp.net East Las Vegas Community Center/Senior Center May 8, 2013 Bret Sibley K-12 Science Regional Trainer Wanted: A Scientifically Literate Society “Do not confine your children to your own learning ,for they were born in a another time.” Chinese Proverb

  2. Intended Outcomes • Understand what science is and how it works – you can do it! • Recognize the importance of literacy in the content area of science. • Access resources to help parents engage in science with their child.

  3. Unscientific America? • For every five hours of cable news, less than 1 minute is devoted to science. • 46% of Americans reject evolution and think that the Earth is less than 10,000 years old. • The number of newspapers with weekly science sections has shrunken by two-thirds over the past decades. • The public is polarized over climate change– an issue where political party affiliation determines one’s views. From: http://www.unscientificamerica.com/index.php

  4. What is Scientific Literacy? According to the National Education Standards (1996), “Scientific literacy means that a person can ask, find, or determine answers to questions derived from curiosity about everyday experiences. It means that a person has the ability to describe, explain, and predict natural phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed. A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.”

  5. Why is scientific literacy important? • Will the renewable energy initiative bring more jobs to Nevada? • Should the government mandate insurance companies to cover cancer screenings? • What are the advantages and disadvantages of storing nuclear waste at Yucca Mountain? • Will climate change data be manipulated to support a partisan agenda? • Should federal funds be used to support new lines of embryonic stem cell research? • Should genetically modified meat be labeled in the grocery store? • Will endangered species or energy consumption be made a priority?

  6. What do scientists do?

  7. Beaker Observation Exercise Refer to handout

  8. Energy does stuff at boundaries

  9. Beaker observation exercise debrief • Light travels REALLY fast! • 3 x 108 m/s (186,000 miles/sec) • Light travels at different speeds in various transparent media PhET Website

  10. Applications of this idea…

  11. What science is! • Our knowledge of the natural world and the process by which that knowledge is built • Relies on the testing of ideas with evidence gathered from the natural world http://undsci.berkeley.edu/images/science_checklist.pdf

  12. Science is not linear!

  13. Science is a process! http://undsci.berkeley.edu/article/0_0_0/howscienceworks_02

  14. How Science Works www.understandingscience.org The Process of Science looks complicated! 14

  15. Stop!What are you thinking? • Do you have any questions or comments? • Has your thinking changed? • Are you confused?

  16. Science and Engineering Practices • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using math, information/computer technology, computational thinking • Constructing explanations, designing solutions • Engaging in argument from evidence • Obtaining, evaluating, communicating information

  17. Balloon Kebab Challenge • Can you successfully stick a bamboo skewer completely through an inflated balloon without popping it?

  18. The Miracle Fish Handout Examine the outside of the package – both sides Make a prediction as to why the Miracle Fish will be able to foretell your fortune.

  19. The Amazing Growing Alligator!

  20. Polymers! How the Miracle Fish works They are long‐strand polymers that grab water molecules. They grab only on the side of direct contact. It does not absorb, only grabs! One side swells up with the added volume of water and curls just like a bimetallic strip with heat. The polymer is used commonly in baby diapers. • Polymer uses • Disposable Diapers • Fire-control Gels • Soil Conditioners • Growing Creatures

  21. Balloon Kebabs - Debrief • So, how does it work? Reference http://www.thenakedscientists.com/HTML/content/kitchenscience/subscribe/exp/balloon-kebab/

  22. Egg Demonstration Refer to Handout Materials:

  23. How about if we change it up? • Repeating the demonstration upside down, do you predict the same or different results? Try it!

  24. The science behind it!

  25. Explanation http://commons.wikimedia.org/wiki/File:Magdeburg.svg

  26. Nevada State Science Standards • Divided into Four (4) Strands • Physical Science • Life Science • Earth & Space Science • Nature of Science • Within each Strand are Unifying Concepts • Ex. Earth & Space Science • A - Atmospheric Processes and the Water Cycle • B - Solar System and Universe • C - Earth’s Composition and Structure

  27. Earth & Space ScienceAtmospheric Processes and the Water Cycle (A) Earth systems have internal and external sources of energy, both of which create heat. Driven by sunlight and Earth's internal heat, a variety of cycles connect and continually circulate energy and material through the components of the earth systems.

  28. 8th Grade Science CRT • Contains Multiple Choice Questions from each of the four strands (Physical, Life, Earth, and Nature of Science) • Contains three (3) constructed response questions • NV Science Standards • http://www.doe.nv.gov/APAC_Science_Standards_Resources/ • NV DOE Testing Schedule 2012-2013 • http://www.doe.nv.gov/Assessment_Resources/ • Achievement Indicators by Grade Band • http://www.doe.nv.gov/APAC_Science_Standards_Resources/

  29. Writing in Science - CRT • The Science Criterion-Referenced Test (CRT) contains 3 Constructed Response questions at both the 5th and 8th grade level. • Constructed Response is a written response to a question • Short answers that include diagrams • Mini essays

  30. 8th Grade Physical Science CR Item: Jorge was given the cube shown below and asked to determine the density of the cube. The material that the cube is made from is unknown. Identify the two properties of the cube that must be known in order for Jorge to determine the density of the cube. Describe how Jorge could measure each of the properties of the cube you identified in part (a). Be sure to identify any tools Jorge would use and describe how he would use them. Explain how the measurements you described in part (b) can be used to determine the density of the cube.

  31. 8th Grade Physical Science CR Item: The diagram below shows a Formula 1 racing car. Many forces act together on the racing car so it can move safely at high speeds on a racetrack. B. Using your copy of the diagram, draw arrows to show how the forces of thrust, drag, and gravity act on the racing car as it moves forward on a racetrack. Label each arrow as thrust, drag, or gravity. C. Describe how each force that you labeled in part (b) acts on the racing car as it moves on a racetrack. Copy the simple diagram of a racing car shown below into your Student Answer Booklet.

  32. 8th Grade Earth Science CR Item: The diagram below shows two land masses separated by an ocean. A scientist is studying these two land masses. The scientist hypothesizes that the land masses were once together. • Using the diagram, identify two pieces of evidence that support the scientist’s theory that the land masses were once together. • Explain how each piece of evidence you identified supports the scientist’s hypothesis.

  33. 8th Grade Earth Science CR Item: The table and descriptions show some of the characteristics of the planets in our solar system. • Identify the planet that has the greatest density. Include data from the table to support your answer. • Describe the relationship between a planet’s distance from the Sun and its orbital period. Include data from the table for at least two planets to support your answer. • Identify the planet that rotates the fastest on its axis. Include data from the table to support your answer.

  34. 8th Grade Life Science CR Item: The organisms in an ecosystem interact in many ways to survive. For example, a rosebush, aphids, beetles, spiders, and orioles all interact in a rosebush ecosystem. The diagram below shows how these organisms interact in a partial food web. Identify the producer organism in this food web. Explain the reasoning for your answer. Identify the primary consumer organism in this food web. Explain the reasoning for your answer. Describe what would most likely happen to each of the other organisms in the food web if the beetle population were suddenly destroyed. Explain the reasoning for your answer for each organism.

  35. 8th Grade Life Science CR Item: The graph shows the number of gray squirrels in a small population and their coat colors. This squirrel population has been separated from other squirrel populations by a new highway and several construction sites. The main predators of these squirrels are cats and hawks. Assume that dark gray squirrels are very visible in this new environment. What is likely to happen to the distribution of coat color in this squirrel population over several generations? Using graph paper, sketch a graph to show the predicted distribution, and explain your answer.

  36. RPDP Website http://www.rpdp.net/

  37. TIPS Resource http://rpdp.net/sciencetips_v3/

  38. Daily science questions with answers http://www.rpdp.net/show.php?type=nhspe_science&cat=258&lvl=High+School

  39. Connect with nevadangse.net Sign up with NevadaNGSE.net and stay informed about changes to K-12 science education in Nevada!

  40. Did we accomplish today’s intended outcomes? • Understand what science is and how it works – you can do it! • Recognize the importance of literacy; both reading and writing in the content area of science • Access resources to help parents engage in science with their child