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VDOE Summer 2012 Science Institute. K-2 Session. Revisions to the Science SOL. Kindergarten through Grade 2. Revised the order of the .1 standards Added a strong emphasis on the use of data Were consist with the use of vocabulary Placed an emphasis on the nature of science.

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revisions to the science sol
Revisions to the Science SOL

Kindergarten through Grade 2

k 2 overall revisions

Revised the order of the .1 standards

  • Added a strong emphasis on the use of data
  • Were consist with the use of vocabulary
  • Placed an emphasis on the nature of science
K-2 Overall Revisions
revisions to the sol

Kindergarten

  • K.6 (added): Living and Nonliving

Grade One

  • 1.1e: nonstandard measurement only, measurement of temperature added
  • 1.6b: removed Earth’s rotation
  • 1.6c: added the relative position of the sun
Revisions to the SOL
slide5

Revisions to the SOL

Grade Two

  • 2.1e: standard measurement using both metric and standard English units
  • 2.3a: identification of distinguishing characteristics of solids, liquids, and gases
  • 2.4a: animal life cycles
  • FROM CF: compare and contrast life cycles of a butterfly and a white- tailed deer.
revisions to the sol1

Grade Two

  • 2.5d: added… Fossils provide information about living systems that were on Earth years ago.
  • 2.6b: added weather data interpretation
  • 2.6c: added weather data used over time
Revisions to the SOL
big idea rigor discourse and inquiry

Big Idea:Rigor, Discourse, and Inquiry

Questions drive the

investigation process.

Goal should be to develop thinkers who can do well on tests,

not develop test takers who

cannot think.

big idea design instruction so students are in charge of their own learning

Big Idea:Design instruction so students are in charge of their own learning

Learning comes from thinking. Thinking happens when students are engaged and working.

what are you curious about
Using your senses, make observations about the object at your table.

Using the index cards on your table, generate as many questions as you can about your bottle terrarium.

Put one question on each index card.

What are you curious about?
card sort

Working with your team, sort your cards into two piles.

  • Investigatable questions-the ones you think can be investigated by doing something concrete with tools and materials.
  • Noninvestigatable questions— the ones you think cannot be answered by investigating with tools and materials.
Card Sort
types of investigatable questions

1. Research:

  • Questions beginning with why are requesting information rather than suggesting an action that can be taken.
  • Generally, they can be answered by using a reference book, the Internet, by asking an experienced person, or conducting a survey.

2. Historical:

  • Questions beginning with who are seeking knowledge about something in the past.
  • Generally, they can be answered by using a reference book, the Internet, or by asking an experienced person.

3. Experimental:

  • Frequently begin with “What will happen if,” or “How does ____ affect ____ ?”The phrasing of such questions leads to taking some action that would help answer the question.
Types of Investigatable Questions
let s design our own experiment
Let’s Design Our Own Experiment!

Putting Students in Charge!

start with the 2010 standards of learning
K.6 The student will investigate and understand the differences between living organisms and nonliving objects.

K.7 The student will investigate and understand basic needs and life processes of plants and animals

1.4 The student will investigate and understand that plants have basic life needs and functional parts and can be classified according to certain characteristics.

1.5 The student will investigate and understand that animals, including humans, have basic needs and certain distinguishing characteristics

2.4 The student will investigate and understand that plants and animals undergo a series of orderly changes as they mature and grow

2.5 The student will investigate and understand that living things are part of a system

Start with the 2010 Standards of Learning
our question

What is the effect of

__________ on ____________________?

Our Question
set up your bottle

Step 1 – Remove label from the 2-liter bottle. Cut bottle 1 cm below shoulder.

Step 2 – Poke or drill a 1 cm hole in bottle cap.

Step 3 – Thread a thoroughly wet wick strip through bottle top, invert top, and set into base. Wick should reach bottom of reservoir and thread loosely through cap

Step 4 – Fill reservoir with water. Add soil and plants to top chamber. To be effective, the wick should run up into soil, not be plastered along a side of the bottle. For better drainage, place a layer of gravel, sand or vermiculite in the bottom of the soil unit. Saturate wick in water, then insert into column threading through the cap.

Set up your Bottle
stand up hand up pair up

Stand up and find a partner when the music stops.

  • Discuss with your partner what question you were testing

Education is about the development of the habits of mind and thinking disposition that will serve students as learners both in our own classrooms and in the future.

  • Costa& Kallick, 2009; Ritchhart, 2002
Stand-Up, Hand-Up, Pair-Up
rigor discourse inquiry oh my
Rigor, Discourse, Inquiry, Oh My!

Big Idea: Learning happens as a result of thinking.

Big Idea: Thinking happens because students have the skills and dispositions.

jigsaw
Look at your table tent

You will become an expert on one topic area:

#1. Discourse-”TalkSciencePrimer”

#2. Inquiry- “Essential Features Inquiry”

#3. Rigor-”Educational Leadership”

As you read, use the insert strategy to generate topics to share.

Jigsaw
use small post it notes to insert strategy as you read

I got it!

This is really interesting!

I don’t get this! Help!

Use Small Post-it Notes to Insert Strategy as you read

With Your Table Partners

Share and Record Main Points

slide27

Putting it all together

Let’s make a pyramid!

Rigor

slide28

Sample Simplified Definitions:* Discourse- Verbal expression in speech or writing.* Inquiry- aseekingorrequest for truth, information, orknowledge; a question; query. *Academic Rigor-students demonstrate a thorough in-depth mastery of tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation, or creativity. It is the quality of thinking, not the quantity.

take away points

Beginning lessons with a concrete engaging experience allows for curiosity to hook students into learning.

  • Rigorous lessons develop student thinking-when students are learning to think on their own they develop habits of mind necessary for lifelong learning.
  • Discourse, inquiry, and the use of symbols & tools, all support rigorous instruction.
  • Goal should be to develop thinkers who can do well on tests, not develop test takers who cannot think.
Take-Away Points
mix pair share
Mix-Pair-Share

Time to Discuss and Apply!

5 e model of instruction

Engage

  • Explore
  • Explain
  • Extend
  • Evaluate
5 E Model of Instruction
slide36

Tweaking Lessons:*Three or four lessons on each table *Grade Level is Designated by Table Tent *With a partner or by yourself, please review lesson(s)- noting rigor, inquiry, and opportunities for discourse * Include additional ideas for Assessment if applicable

Big Idea: Sometimes change can begin with a small step.

next steps
Discuss with your shoulder partner how you will take this information back to your school division or school.

Questions?

Next Steps:
disclaimer
Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.Disclaimer