1 / 108

NHPS New Teacher Day: Science Experiment - Measure Reaction Time

Try this fun experiment to measure your reaction time! Drop a ruler and measure the distance it falls before you catch it. Improve science education in New Haven Public Schools!

jharrell
Download Presentation

NHPS New Teacher Day: Science Experiment - Measure Reaction Time

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. New Haven Public Schools New Teacher Day 7-12 Science 1

  2. Try This to Start: MEASURE reaction time catching a ruler! Distance Ruler Dropped Reaction Time (in seconds) (in centimeters) 1 .05 2 .07 3 .08 4 .09 5 0.10 10 0.14 15 0.18 20 0.20 25 0.23 30 0.25 2

  3. OUR MOTTO FOR OUR KIDS: 3

  4. NEW HAVEN CAPT RESULTS 2001 --> 2008-->2009-->2010-> 2011- 2012 2013 GOAL+: 12% ----->15.6%--10.8-->14.6% 17.7% 16.7 21.6 PROFICIENT+: 52.7%---->-->50.6%-->42.8-->53.1% 57.6% 51.0— 58.3 Inquiry/Experimentation ‘08-’13 44%--> 41.5%--> 46% 49.4% 46%->49.5 Content: 43%-->42%-->43% 44% 45% 46 4

  5. NHPS CAPT SCIENCE 04-12 NHGoal NHProficient CTGoal CTProficient 90 80 82.7 82.1 81.7 81.7 81.7 81.5 81.4 80.5 80.2 78.4 70 58.3 57.6 55.1 60 53.7 53.1 52.9 51.6 51.0 50.7 50 42.7 49 % 47.4 47.3 47.3 47.2 46.5 45.5 44.6 44.5 40 43.0 30 21.6 17.7 16.7 16.5 20 15.6 14.6 13.9 13.1 12.6 10.8 10 0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013

  6. New Haven CMT Science Results 2008 2009 25.224.2 30.8 2010 2011 34.3 2012 36.3 2013 33.3 Grade 8 Goal Grade 8 Prof+45.444.7 48.5 Grade 8 Cont Grade 8 Inquiry Grade 5 Goal Grade 5 Prof+53.859.5 55.9 Grade 5 Cont Ahead of 7 towns, Ahead of 9 towns, 1stin DERG 52.5 56.5 53.2 53 55 58 57 50 50 #3 in DERG 51 51.4 56.7 54.8 47 47 #1 in DERG 21.327.1 28.1 28.7 33.8 31.3 Ahead of 4 towns 58.9 59.5 58.0 Ahead of 3 towns 48 50 52 53.3 60.4 59.2 Grade 5 Inquiry 54 58 58 58 60.6 60.0

  7. NHPS CMT8 SCIENCE '08-'13 NHGoal NHProficient CTGoal CTProficient 90 80 77.1 76.6 76.5 76.0 75.9 75.2 70 63.3 63.1 62.1 60.9 60.6 60 58.9 56.5 53.2 52.5 50 48.5 45.4 44.7 % 40 36.3 34.3 33.3 30.8 30 25.2 24.5 20 10 0 2008 2009 2010 2011 2012 2013 7

  8. INQUIRY SKILLS 47% of CAPT!, 50% of 8th Grade CMT This is what industry and college looks for. This is what we need to teach This is what our students need to improve their life! YOU can make the difference! 8

  9. The STEM Crisis SCIENCE TECHNOLOGY ENGINEERING MATHEMATICS 9

  10. The STEM Crisis continued… 80% of jobs available to current 15-year-olds will be STEM jobs 97% of children from urban centers will be denied access to these jobs 60% of these jobs will be filled by foreign nationals The cycle needs to be broken 10

  11. The STEM Crisis continued Children from urban centers are denied access to careers in STEM. Do they have Role Models in STEM? Have we made STEM a priority? Bottom Line: We must expect our kids to perform at levels identical to suburban peers Anything less is unacceptable. “We will restore science to its rightful place and wield technology's wonders” B.Obama 1/20/09 11

  12. CT in STEM STEM (health) the number one growing field… New Haven is the hub. CT Manufacturing can’t find workers with enough STEM skills. (Green/Energy is the future) ALL data points to STEM skills being the key. “We will launch a "new era" of science education in the United States, one that encourages students to ask tough, challenging,questions” -Arne Duncan Mar 20 12

  13. STEM CAREERS www.newhavenscience.org/STEM Guide to STEM Careers/Education for New Haven Link to STEM Programs In New Haven, Yale Community Science Parent Guide to Preparation for STEM, (Espanol) Link to CT STEM JOBS Website Interatctive STEM Career Pathways Tool) STEM at CT Community Colleges STEM Programs at CT Community Colleges/State Universities STEM Programs by College STEM Career Descriptions! Green Programs at CT Community Colleges Get Into Energy, Career Pathways in Energy Careers! Profiles of Different Types of Energy Careers: Training Programs for Energy Careers: Scholarships for Energy Careers Women's Guide to Sustainable Careers Architecture, Construction, Engineering Mentoring Program (ACE) Care Career Health Careers Exploration Program Health Careers in Connecticut Is a Health Careeer for ME? Preparing for a Health Career CT Health Jobs Health Care Jobs at CT Community Colleges Camps Youth Health Services Corps Jobs Job Journey Posters Job Journeys in STEM Poster Job Journeys in Health Posterr Connecticut Career Paths 2012 STEM Occupation Profiles from CT Dept of Labor CT Career Connection Program Search by Occupation Cluster (Health, STEM, etc..) Wages Outlook for Occupations from CT Dept of Labor Connecticut Middle Skill Jobs Current CT Labor Market Information Guide for Students to Prepare for Manufacturing Careers High School Pathways to a Health Summer Medical Guide to Preparation for STEM

  14. WHAT do THEY NEED? The key to schooling is LITERACY The key to the future is SCIENCE 16

  15. What?: CT State Standards Follow National Guidelines (Project 2061 from AAAS, National Standards from National Research Council, NAEP standards) Implement recommendations of “Nation at Risk”, “Gathering Storm” Inquiry, Issues (STS), Concepts, Integration 17

  16. Learning 18

  17. SCIENCE Research Learned best by learning cycle ( Engage/Explore first THEN Explain followed by Elaborate, Evaluate) Integrates math/literacy Provides the experiential context for other skill areas 19

  18. CSDE Science Position Statement Sept 2008* District Responsibilities include: Ensure that the instructional focus (time) for science is comparable to that provided for language arts and mathematics, and that teachers are able to integrate literacy and numeracy instruction within the context of students science learning experiences. Provide students with multiple opportunities every week to experience inquiry investigations that develop students abilities to question, explore, observe, gather simple data, create graphs, draw conclusions based on the data and build their understanding of natural phenomena. Ensure that 80 percent of science instructional time is devoted to inquiry-based investigations. 20

  19. COMMUNITY PARTNERS Kids: Demos, SEOP, Peabody, CRISPY, Health, BioBus,SciSat,UNH etc…. AfterSchool: TAG, LittleScientists, 21stCentury,STEM grant, etc.. TeacherTraining: Yale, SummerGrants, Peabody, UNH, etc… Yale Community Outreach, trying to coordinate (yale.edu/scienceoutreach) 21

  20. SciFairPic 22

  21. SCIENCE EDUCATION GOALS Supported By The New State Framework An Invitation for Students and Teachers to Explore Science and Its Role in Society Science literacy for ALL; solid foundation & motivation for advanced study for MORE! Science learning in a context of real world issues and technologies Science learning that is interesting & relevant to students Science learning that is an active and thoughtful exploration of questions and problems CT State Dept of Ed Science: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320890 23

  22. CONNECTIONS THAT SUPPORT LEARNING District: Professional Growth Plan & PD State: CCT & BEST INSTRUCTION STANDARDS: What Students Should Know CURRICULUM ASSESSMENT District Scope & Sequence State Framework District Summative & Classroom Formative Assessments State Summative CMT & CAPT 24

  23. How Are Framework Learning Goals Organized? PreK-2: Development of wonder about the natural world and the ability to apply basic process skills Grades 3-5: Development of basic descriptions of natural phenomena and the ability to perform simple explorations Grades 6-8: Development of basic explanations for natural phenomena, and the ability to apply experimental procedures to acquire new knowledge Grades 9-10: Development of interest in global issues and the ability to collect, analyze and use data to explore and explain related science concepts 25

  24. -NEW HAVEN SCIENCE STANDARDS AND PACING GUIDE (skills PLUS content) Grades 7-10 see attached 26

  25. 34

  26. Science Standards 35

  27. Scientific INQUIRY SKILLS Inquiry (Experiments) Numeracy (Math connection) Literacy: includes Science, Technology, Society 36

  28. Standards parts Essential Questions Performance Standards (tested) Content Standards Embedded Tasks 37

  29. Grade Level Concepts/Expectations Concepts: sequential conceptual developments, include vocab words found on CMTs, teacher language (http://www.newhavenscience.org/6- 8MSScienceGLEs.doc) Expectations: shorter, use kid language and expectation. http://www.sde.ct.gov/sde/lib/sde/word_docs/curriculum/science/pk-8_sciencecurriculumstandards8-08.doc BOTH can be used! Not available for High School (CAPT) :( 38

  30. Grade 8 Forces and Motion 8.1 — An object’s inertia causes it to continue to moving the way it is moving unless it is acted upon by a force. State Framework Grade-Level Expectations CMT Correlation -C22. Calculate the average speed of a moving object and illustrate the motion of objects in graphs of distance over time. - -C23. Describe the qualitative relationships among force, mass and changes in motion. - -C24. Describe the forces acting on an object moving in a circular path. Example GLE -D e m o n s t rate how forces (pushes/pulls) act upon an object to change its position over time in relation to a fixed point of reference. Calculate the average speed of an object and distinguish between instantaneous speed and average speed of an object. Create and interpret distance-time graphs for objects moving at constant and nonconstant speeds. Predict the motion of an object given the magnitude and direction of forces acting upon it (net force). Justify in writing why an object will not change its motion when forces acting upon it are balanced. Investigate and demonstrate how unbalanced forces cause acceleration (change in speed and/or direction of an object’s motion). Distinguish between scalar and vector quantities as they relate to motion of an object (speed vs. velocity). Assess in writing the relationship between an object’s mass and its inertia when at rest and in motion. Express mathematically how the mass of an object and the force acting on it affect its acceleration. Design and conduct an experiment to determine the relationship between gravitational acceleration and fluid friction (air resistance) on a falling object. Illustrate how the circular motion (centripetal motion) of an object is caused by a center seeking force resulting in the object’s constant acceleration. 8.1.a The motion of an object can be described by its position, direction of motion and speed. 8.1.b An unbalanced force acting on an object changes its speed and/or direction of motion. 8.1.c Objects moving in circles must experience force acting toward the center. 39

  31. Science Curriculum Overview: Format  Pacing Guide per grade PLUS  Unit Goals, Power Standards, CT Performance Expectations  Essential Concepts/Skills, CT Grade Level Expectations Misconceptions, Essential Vocabulary 40

  32. Science Curriculum Overview: Format Outline of Learning Activities (downloadable) Suggested, Essential, Required Activities Significant Tasks State Required Embedded Tasks Reading for Information Resources (Reading and more), Links 41

  33. Learning Cycle Engagement: stimulate students’ interest, curiosity and preconceptions; Exploration: first-hand experiences with concepts without direct instruction; Explanation: students’ explanations followed by introduction of formal terms and clarifications; Elaboration: applying knowledge to solve a problem. Students frequently develop and complete their own well-designed investigations; Evaluation: students and teachers reflect on change in conceptual understanding and identify ideas still “under development”. See: 5E Model: http://www.newhavenscience.org/5e.doc 42

  34. INQUIRY SKILLS apply science process skills read and write science-related texts search scientific databases use mathematics to make sense out of data pose and evaluate arguments based on evidence apply logical conclusions from such arguments 43

  35. WHAT DOES THIS MEAN?: Classroom activities and lessons need to include the USE of science and the discussion of its impact: ASSESSMENT of students on these skills. 44

  36. Scientific INQUIRY SKILLS Inquiry (Experiments) Numeracy (Math connection) Literacy: includes Science, Technology, Society 45

  37. Grades 6-8 Core Scientific Inquiry, Literacy and Numeracy How is scientific knowledge created and communicated? C INQ.1Identify questions that can be answered through scientific investigation. C INQ.2Read, interpret and examine the credibility of scientific claims in different sources of information. C INQ.3Design and conduct appropriate types of scientific investigations to answer different questions. C INQ.4Identify independent and dependent variables, and those variables that are kept constant, when designing an experiment. C INQ.5Use appropriate tools and techniques to make observations and gather data. C INQ.6Use mathematical operations to analyze and interpret data. C INQ.7Identify and present relationships between variables in appropriate graphs. C INQ.8Draw conclusions and identify sources of error. C INQ.9Provide explanations to investigated problems or questions. C INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence and clear logic. 46

  38. EXPERIMENTS What makes a good experiment? What are the parts to a good experiment? What is the scientific method? 47

  39. SCIENTIFIC METHOD: finding out something to investigate (the "problem"), coming up with a theory or hypothesis based on observations: how one property (chemical, physical, environmental, biological) affects another. designing a good experiment to test the idea, and making a prediction. conducting the experiment. organizing and analyzing the results. drawing a conclusion and stating the validity. 48

  40. OBSERVE ORGANIZE CONCLUDE repeat 49

  41. HYPOTHESIS: CAUSE and EFFECT One property affects another property (factor, stimuli, characteristic, measurement, observation, etc..), both can be observed/measured. 50

More Related