August 14, 2012 For AUDIO, please call (888) 449-2527 Use conference call #5864745517

1. August 14, 2012 For AUDIO, please call (888) 449-2527 Use conference call #5864745517 This material is based upon work supported by the National Science Foundation under Grant No. DUE-1043169. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

2. Today’s Presenter: Llama MaynardMiddle School Science Teacher in MassachusettsSchool Designer with Expeditionary LearningProject 2061 Consultant

3. What we’ll cover…The Origins of the Science Literacy MapsHow to Read a MapHow to Use Resources from the Science Literacy MapsExtended time for Additional Questions

4. Some Housekeeping Rules If you’d like to say something during the Webinar: Use the “raise hand” feature in your control panel. Wait to be acknowledged by the facilitator. Use #6 to unmute your phone line. Use *6 to re-mute your phone. You can also type your question into the Questions Panel.

5. Your professional roles?Answer the poll located in the control panel on your screen.

6. Your familiarity?

7. Science for All Americans Presents the knowledge and skills that make up science literacy goals Benchmarks for Science Literacy Provides a set of learning goals for the ends of grades 2, 5, 8, and 12 The Atlas of Science Literacy Illustrates the relationships between individual learning goals and shows the growth-of-understanding of ideas

8. Table of Contents 10 Historical Perspectives 237 A Displacing the Earth from the Center of the Universe 239 B Uniting the Heavens and Earth 242 C Relating Matter & Energy and Time & Space 244 D Extending Time 246 E Moving the Continents 247 F Understanding Fire 249 G Splitting the Atom 252 H Explaining the Diversity of Life 254 I Discovering Germs 256 J Harnessing Power 258 11 Common Themes 261 A Systems 262 B Models 267 C Constancy and Change 271 D Scale 276 12 Habits Of Mind 281 A Values and Attitudes 284 B Computation and Estimation 288 C Manipulation and Observation 292 D Communication Skills 295 E Critical-Response Skills 298 • 6 The Human Organism 127 A Human Identity 128 B Human Development 131 C Basic Functions 135 D Learning 139 E Physical Health 143 F Mental Health 147 • 7 Human Society 151 A Cultural Effects on Behavior 153 B Group Behavior 157 C Social Change 161 D Social Trade-Offs 164 E Political And Economic Systems 167 F Social Conflict 171 G Global Interdependence 175 • 8 The Designed World 181 A Agriculture 183 B Materials and Manufacturing 187 C Energy Sources and Use 192 D Communication 196 E Information Processing 200 F Health Technology 204 • 9 The Mathematical World 209 A Numbers 210 B Symbolic Relationships 215 C Shapes 222 D Uncertainty 226 E Reasoning 231 1 The Nature Of Science 3 A The Scientific World View 5 B Scientific Inquiry 9 C The Science Enterprise 14 2 The Nature Of Mathematics 23 A Patterns and Relationships 25 B Mathematics, Science and Technology 30 C Mathematical Inquiry 34 3 The Nature Of Technology 41 A Technology and Science 43 B Design and Systems 48 C Issues in Technology 53 4 The Physical Setting 59 A The Universe 61 B The Earth 66 C Processes That Shape the Earth 71 D Structure of Matter 75 E Energy Transformations 81 F Motion 87 G Forces of Nature 93 5 The Living Environment 99 A Diversity of Life 101 B Heredity 106 C Cells 110 D Interdependence of Life 115 E Flow of Matter and Energy 118 F Evolution of Life 122

9. Weather and Climate (p. 21)

11. What questions do you currently have about the origins of the NSDL Science Literacy Maps?Send questions and ideas to the presenter through the question section of the control panel.

12. How to Read a Map go to: http://nsdl.org

13. NSDL Home Page (http://nsdl.org) The Science Literacy Maps can be accessed quickly from the NSDL Home Page.

14. NSDL Science Literacy Maps (http://strandmaps.nsdl.org) Browse Topics lets you quickly go to any map. Search field lets you search for text across all maps. Table of Contents (TOC) shows how the maps are grouped and lets you go quickly to any map.

15. Home Page/Table of Contents (TOC)

16. Connecting arrows indicate that learning Idea A is helpful to learning Idea B. Grade Band Lines divide the map into horizontal slices: Grades K-2, 3-5, 6-8, and 9-12. Navigation thumbnail shows you where you are on the map. “Boxes” are grade range-specific learning goals. Click to call up its info bubble.

17. What does an Arrow mean? • One idea “contributes to the understanding of the other” • Knowing one idea can be “helpful in learning” the other idea. • The idea may be an essential prerequisite, but does not have to be.

18. Connecting arrows indicate that learning Idea A is helpful to learning Idea B.

19. Click and drag to move the map around (easiest way to navigate). Top, Bottom, Left, Right arrows move the map around. Click and drag the Current View Indicator to move the map around.

20. Full text of benchmark • Grade range • Map(s) where benchmark is found Related Benchmarks shows all of the immediate precursors and later ideas from across all maps. Top Picks are NSDL resources that have been explicitly assigned (typically by humans) to the benchmark. Related Resources are matched to the benchmark by machine methods. NSES Standards shows any matches between the benchmark and the National Science Education Standards.

22. Map for “The Moon’s orbit around the Earth”, Related Benchmarks http://www.surveymonkey.com/s/NSDLMapsWorkshop Targeted Idea Precursor Ideas

23. Misconceptions includes common misconceptions linked to a learning goal, backed up by data from assessment items. Assessments shows precisely aligned assessment items along with student performance data.

25. NSDL Science Literacy Maps (http://strandmaps.nsdl.org) Video Tutorial lets you choose a variety of “how to” topics to review.

26. What clarifying questions do you have about the features of the Science Literacy Maps?Send questions and ideas to the presenter through the question section of the control panel.

27. What ideas do you currently have about how to use the Science Literacy Maps? Take a moment to consider. “Raise your hand.” When called on, unmute yourself and share ideas. Re-mute yourself as we continue. Type your ideas in the question section of your control panel. Take time to review the ideas that others have contributed here. OR

28. Possible Uses of Maps • Improving content coherence when planning instruction Helping teachers develop pre-assessments Clarifying vertical sequencing throughout schools and districts Proposing learning progressions for educational research

29. Possible Uses of Maps • Identifying students’ difficulties/ misconceptions about the ideas • Locating and assembling NSDL resources Relating resources to the targeted idea and its precursor(s) Lesson “Proofing:” Judging the quality of instructional resources

30. How to Use Resources from the Science Literacy MapsContent Alignment andInstructional QualityResource: http://www.project2061.org/publications/EducatorsGuide/online/index.htm

31. Content Alignment • Alignment of Resource to the Learning Goal • The Resource… • addresses the entire learning goal. • addresses part of the learning goal (specify which parts of the learning goal are addressed) • does not address the learning goal (end of analysis) • The Resource… • addresses the learning goal explicitly. • does not address the learning goal explicitly, but it could be used to address it (explain how it could be used to address the learning goal)

32. Instructional Quality • Questions to ask: • For phenomena(real-world object, events, processes, etc.), are students likely to make the intended observation? • For representations(diagrams, models, simulations, etc.), is it clear which aspects of the learning goal are being represented accurately and which are not? In addition, does the representation accurately represent the aspects it claims to represent accurately? • Is the resource likely to be comprehensible to students? • Is the resource likely to engage students and motivate them to focus on the learning goal? • Is the resource efficient, i.e., the benefits justify the costs in time and money?

33. Home Page/Table of Contents (TOC)

36. http://calgary.rasc.ca/images/earth_rotation_anim.gif

37. http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.htmlhttp://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.html

38. http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Seasons_Nav.swf::Seasons%20Interactivehttp://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=swf::800::600::/sites/dl/free/0072482621/78778/Seasons_Nav.swf::Seasons%20Interactive Please enter your thoughts and ideas in the chat window.

39. Science Learning Goal (Weather & Climate Map) The temperature of a place on the earth's surface tends to rise and fall in a somewhat predictable pattern every day and over the course of a year. The pattern of temperature changes observed in a place tends to vary depending on how far north or south of the equator the place is, how near to oceans it is, and how high above sea level it is. 4B/M12** Intersection of Science and Math Math Learning Goal (Graphic Representation Map) The graphic display of numbers may help to show patterns such as trends, varying rates of change, gaps, or clusters that are useful when making predictions about the phenomena being graphed. 9C/M4*

40. Other resourcesOne minute for silent exploration.

41. What we’ve reviewedThe Origins of the Science Literacy MapsHow to Read a MapHow to Use Resources from the Science Literacy MapsIn a moment: Extended time for more questions

42. What are your key “take aways” from the presentation today? How might you share ideas about using resources from the Science Literacy Maps with colleagues?Send questions and ideas to the presenter through the question section of the control panel.

43. Evaluation http://svy.mk/ODM4b8

44. Additional Questions or Discussion Points?

45. Thanks!